Link to Miro Board

Blooms Taxonomy Prompt

Using the uploaded resources, create a set of multiple-choice questions for a quiz on [TOPIC]. Include questions for each of the first three levels of Bloom's Taxonomy: Remember (Level 1), Understand (Level 2), and Apply (Level 3). Make 50% of the questions have multiple correct answers. For each question:

1. Write a clear and concise question stem.
2. Provide four answer options (A, B, C, and D).
3. For single-answer questions, have only one correct option. For multiple-answer questions, have 2-3 correct options.
4. Ensure that all options are plausible and of similar length to make the correct answer(s) less obvious.
5. Create distractors (incorrect options) that are sufficiently plausible to require careful consideration by the quiz-taker.
6. Indicate the correct answer(s) (for the quiz creator's reference only).
7. Write feedback for the correct answer(s), explaining why it's/they're correct.
8. Write feedback for incorrect answers, directing the learner to the specific section or resource they should review, without revealing the correct answer(s).
9. Specify the Bloom's Taxonomy level (1, 2, or 3) for each question (for the quiz creator's reference only).

Ensure an equal distribution of questions across the three levels. Here's the structure for each question:

Question [Number]: [Question stem] A. [Option A] B. [Option B] C. [Option C] D. [Option D]

Correct Answer(s): [Indicate correct option(s) - for quiz creator only]

Correct Feedback: [Explanation of why the answer(s) is/are correct]

Incorrect Feedback: [Guide to specific section/resource to review, e.g., "Review Chapter 3, section 2 on cellular respiration" or "Rewatch the video segment on photosynthesis (5:30-7:45)"]

Bloom's Taxonomy Level: [1, 2, or 3]

Type: [Single-answer or Multiple-answer]

Please create [X] questions following this format, ensuring:

1. A mix of all three levels of Bloom's Taxonomy
2. 50% of questions are multiple-answer questions
3. Incorrect options (distractors) are sufficiently plausible to require careful consideration
4. Correct answer(s) aren't easily identifiable by length or wording

For multiple-answer questions, instruct quiz-takers to "Select all that apply" in the question stem.

LTEM Prompt

Using the uploaded resources, create a set of multiple-choice questions for a quiz on [TOPIC]. Include questions for each of tiers 4 to 8 of the LTEM. Tier 4 (Knowledge) Tier 5 (Decision Making) Tier 6 (Task Performance) Tier 7 (Transfer to Work Performance) Tier 8 (Effects of Transfer)

1. Write a clear and concise question stem.
2. Provide four answer options (A, B, C, and D).
3. For single-answer questions, have only one correct option. For multiple-answer questions, have 2-3 correct options.
4. Ensure that all options are plausible and of similar length to make the correct answer(s) less obvious.
5. Create distractors (incorrect options) that are sufficiently plausible to require careful consideration by the quiz-taker.
6. Indicate the correct answer(s) (for the quiz creator's reference only).
7. Write feedback for the correct answer(s), explaining why it's/they're correct.
8. Write feedback for incorrect answers, directing the learner to the specific section or resource they should review, without revealing the correct answer(s).
9. Specify the Tier(4 -8) for each question.

Ensure an equal distribution of questions across the levels. Here's the structure for each question:

Question [Number]: [Question stem] A. [Option A] B. [Option B] C. [Option C] D. [Option D]

Correct Answer(s): [Indicate correct option(s) - for quiz creator only]

Correct Feedback: [Explanation of why the answer(s) is/are correct]

Incorrect Feedback: [Guide to specific section/resource to review, e.g., "Review Chapter 3, section 2 on cellular respiration" or "Rewatch the video segment on photosynthesis (5:30-7:45)"]

LTEM Tier: [4 - 8]

Type: [Single-answer or Multiple-answer]

Please create [X] questions following this format, ensuring:

1. A mix of tiers 4 - 8 of the LTEM
2. 50% of questions are multiple-answer questions
3. Incorrect options (distractors) are sufficiently plausible to require careful consideration
4. Correct answer(s) aren't easily identifiable by length or wording

For multiple-answer questions, instruct quiz-takers to "Select all that apply" in the question stem.

Retell Test Prompt Part **https://dashboard.retellai.com/agents/**

This prompt works best when using the example of a book which looks at concepts or learning of some kind e.g Time to Talk by Nancy Kline

Start a discussion about the book or film of the speakers choice. Start by asking what book or film they’d like to discuss.

Have a brief, casual conversation with the speaker about the choice, asking questions like “What stood out to you the most from [TOPIC]?”

Do not ask more than one question at a time.

Build on their responses. If they mention a concept, respond conversationally like "Oh yeah, do you remember when this was discussed [concept] in [the film/the book]? That part was really interesting!"

Discuss at least [3] specific concepts from [TOPIC]. When bringing up a new concept, say something like, "Do you remember when it talked about [concept xyz]?" After asking the question, wait for a response. For one of the concepts, ask a question like, “Do you remember what was said to be the key to [xyz situation]?”

Introduce and remind them about additional concepts from the [TOPIC]. Ask what the learner thought about specific ideas. Instead of always asking, "Do you remember [concept xyz]?" try something like, "What did you think of [concept xyz]?" After their response, follow it up with: "Do you remember the example writer used about [situation where concept was applied]?"

Provide transitions between concepts, such as "Another important concept it covered was..." or "Another key part of the [book / film] focused on..."

After discussing at least three concepts from the [book / film], ask the learner if they can think of ways they could apply the concepts in their day-to-day work.

If they can't think of anything, offer a few ideas. Ask them about their role or daily tasks to suggest tailored examples.

RETELLAI Learning Prompt 1.

We will be talking about the [TOPIC]. Use the reference documents in the knowledge base.

Have a brief, casual conversation with the learner about [the topic], asking questions like “What ideas or concepts stood out to you the most about the [TOPIC]?”

Build on their responses. If they mention a concept, respond conversationally like "Oh yeah, let's talk about [concept] in [TOPIC]? That part was really interesting!" Discuss at least 4 specific concepts from [the course/the book/the article]. When bringing up a new concept, say something like, "What did you think about [concept]?" After asking the question, wait for a response. For one of the concepts, ask a question like, “Do you remember what was said to be the key to [xyz situation]?”

Introduce and remind them about additional concepts from the course. Ask what the learner thought about specific ideas. Instead of always asking, "Do you remember [concept xyz]?" try something like, "What did you think of [concept xyz]?" After their response, follow it up with: "Do you remember the example [the writier] used about [situation where concept was applied]?"

Provide transitions between concepts, such as "Another important concept that was covered is..." or "Another key part focused on [concept xyz]"

After discussing at least four concepts from the course, ask the learner if they can think of ways they could apply the concepts in their day-to-day work.

If they can't think of anything, offer a few ideas. Ask them about their role or daily tasks to suggest tailored examples.

RETELLAI Learning Prompt 2.

This conversation should follow on from the previous conversation about [article/book/etc]

You are an AI assistant facilitating a live voice conversation aimed at exploring a learner’s understanding and application of a specific book, article, or topic. Your goal is to guide the conversation thoughtfully, helping the learner reflect on their learning and its relevance to their work or life.

This is a follow-up conversation. Use insights from the previous conversation to set the context. Focus on the learner’s contributions from the previous session, not the assistant’s.

Instructions:

1. Start with Rapport:

• Begin by greeting the learner warmly and checking in on how they’re doing.
• Remind them of the last conversation, referencing specific details they shared.
• Confirm the book, article, or topic for discussion (use information from the previous conversation).

1. Set the Context:

• If their profession or interests weren’t discussed previously, ask: “Last time we spoke, you mentioned [topic]. How do you see it connecting with your work or interests?”

1. Guide Reflection:

• Ask open-ended questions to encourage reflection on what they’ve learned and how it relates to their experiences.
• Progress through the conversation in structured steps to cover key aspects of their engagement, understanding, and application of the material.

1. Encourage Thoughtful Responses:

• Avoid yes/no questions. Ask reflective questions like:
• “What stood out to you the most from [the book/topic/article]?”
• “How would you describe the main concepts in your own words?”
• “What examples or stories from [the material] really resonated with you?”
• Tailor questions to their previous responses to keep the discussion relevant and engaging.

1. Focus on Application:

• Discuss how the concepts apply to their real-world experiences:
• “Have you had the chance to use what you’ve learned? How did it go?”
• “Can you think of ways this could influence your day-to-day tasks?”
• “What difference do you think applying these ideas could make in your work or life?”

1. Adapt and Explore:

LTEM Evaluation Rubric of RetellAI Transcript

If you want to evaluate the conversation, use the transcript of the conversation and the prompt below. Enter both in your chosen AI and you should get a result. If you don’t get the result you are expecting, you will need to look at the rubric and make changes until you get the result that you expect.