Every quiz shows how many students attempted it, the average score, and how many passed. Per-question analytics show where the class actually struggled.
The quiz list
Each quiz card carries its headline numbers: questions, total points, attempts, average score, and how many passed your pass mark.
Read attempts first. An average of 82% across three attempts in a class of thirty says nothing about the class — it says your three keenest students did well.
Per-question analytics
The useful view. For each question you get how many answered it correctly, and which wrong options they picked.
That last part is where the teaching is. Which wrong answer students chose tells you what the misconception is:
- Everyone picked the option with the sign flipped → they're dropping the negative
- Everyone picked the right number with the wrong unit → the method is fine, the conversion isn't
- Answers spread evenly across all four → they guessed; nobody understood the question
A question everyone gets right isn't wasted — it confirms something landed. A question everyone gets wrong needs your attention before the next class.
When a question fails everybody
Nearly all of the class wrong on one question means one of three things, and it's worth working out which:
They don't understand the topic. The commonest, and the useful case. Reteach it — you've found a hole you'd otherwise have discovered at the exam.
The question is ambiguous. Read it again as a student would. Two defensible readings means you tested comprehension, not the subject. Rewrite it.
The answer key is wrong. It happens. If the "wrong" answer most students picked is actually correct, fix the key — and consider telling the class, because they'll have noticed.
Distinguish them by looking at which wrong answer won. Clustered on one option usually means a shared misconception or a bad key. Scattered means confusion.
Using results in class
The fastest win: take the three worst-performing questions into your next session and work through them.
That's fifteen minutes aimed exactly where the class is weak, instead of reteaching a whole unit on instinct.
Attempts and honesty
Quizzes are taken unsupervised, at home. Treat the results as diagnostic, not as assessment you'd grade on.
They tell you what to reteach. They don't tell you what an individual student knows well enough to rely on — a timed session in front of you does that.
Setting a time limit makes looking things up harder, which tightens the signal a little.
Across the class
Class-wide patterns — pass rates by class, students at risk — sit in Analytics rather than on the quiz itself.
On the Free plan
Free shows attempt counts, averages and pass counts. Per-question analytics are Pro.
Under the current launch offer every Pro and Pro+ feature is free for all teachers, so the full view is available today.