Tests and quizzes with AI: creation, versions, grading

I'm preparing a test on [topic] for [11th grade], [45] minutes long.
Attached are my class notes and the textbook pages we learned from.

First, list out from the source material everything we actually
covered — a list of concrete skills phrased as "the student can...".
Sort them into:
1. must-have for anyone to pass
2. standard expectation
3. stretch goal for the strongest students

For each skill, note which source material it comes from (file,
page). Don't include anything that isn't in the source material,
even if it belongs to the topic.
At the end, list anything you'd expect to see for this topic that
isn't in my source material, so I know what I may have skipped.

From the attached source material, draft 20 questions for a test on
[topic], [45] minutes, [11th grade].

Type breakdown:
- 6 multiple-choice questions with 4 options (facts, terms,
  distinctions)
- 5 fill-in-the-blank or short-answer questions
- 5 open-ended questions where reasoning is graded
- 4 application questions — a known method in a new situation

For EACH question, give:
1. exact wording for students
2. what it specifically measures (which skill from the list)
3. estimated difficulty: easy / medium / hard
4. estimated time in minutes
5. the correct answer or solution
6. for multiple-choice: why each distractor is plausible — i.e.
   what specific reasoning error leads to it

Rules:
- strictly from the uploaded source material, nothing extra
- short sentences, one question = one thing being asked
- no trick questions, no ambiguous wording
- word problems no longer than [3] sentences

Here's my finished test. Don't evaluate difficulty — look for flaws:

1. Ambiguous wording — where a question could be read two ways
2. Questions where the answer is contained in, or implied by,
   another question
3. Questions answerable without knowing the material (by
   elimination, from the phrasing, from common sense)
4. Missing information — what has to be in the question for it to
   be solvable
5. Language harder than the material itself (long sentences, an
   extra technical term, unnecessary jargon)
6. Factual errors in the questions or in the solutions

For each finding, say where it is, why it's a problem, and how to
fix it with a single edit. Don't rewrite the whole test.

[paste the test]

Here's my finished version A, including solutions and points.
Produce versions B and C that are genuinely equivalent.

Rules for every question N:
- measures the same skill across all three versions
- has the same difficulty — not just different numbers, but
  comparable computational load (watch for one version landing on
  a clean number while another lands on a fraction)
- worth the same points
- can't be solved by copying off a neighbor with a different version

Don't reuse the same names, numbers, or contexts. For word problems,
change the scenario itself, not just the values.

Give solutions for each version. At the end, build a comparison
table: rows = questions, columns = versions, cells showing question
type, skill, points, and your difficulty estimate — so I can see
whether the versions are actually comparable.

Write a scoring key for every open-ended and application question
in this test. The test is worth [40] points total; point
distribution across questions is [paste or propose].

For each question, give:
1. A model solution, step by step
2. A point breakdown: how many for correct method, how many for
   the correct final answer, how many for notation and units
3. What counts as an acceptable alternative solution — a different
   method that reaches the same result
4. Typical partially-correct answers and how many points each gets
   (e.g. correct method, arithmetic slip = how many points)
5. What NOT to accept, and why — the line past which an answer
   is simply wrong
6. Carried-forward errors: if a student makes a mistake in the
   first step but computes correctly from there on, how many points
   do they get

Write it so that anyone grading from it would arrive at the same
score.

Here's the point distribution in my class for a test worth [40]
points: [paste the points, one per line, no names — just numbers].

Calculate:
- basic statistics: count, mean, median, min, max
- a histogram in 5-point bins
- how the grade distribution would look under this scale [paste
  cutoffs]
- how it would look under an alternative scale [paste second set
  of cutoffs]
- how many papers land within 1 point of the cutoff for each grade

Don't recommend a scale. Just show me the numbers — the decision is
mine.

Attached is a scan of one test (paper number [12]). Don't grade
anything yet.

Transcribe exactly what's written on the scan, question by
question, including work shown and crossed-out parts. Where you
can't read something, write [ILLEGIBLE] and don't guess. Where
you're unsure of a digit or sign, write [UNCERTAIN: 6 or 8].

At the end, say how readable the scan was overall and what I should
do differently for the next batch of scans.

Attached are the scoring key and a scan of paper number [12].
Propose points. Don't write a grade.

For each question, return:
1. what the student wrote (briefly, in your own words)
2. proposed points per the key
3. rationale — which part of the key you're basing it on
4. confidence: confident / uncertain — and for uncertain, say why
   (illegible, unusual method, key doesn't cover it)

At the end:
- total points
- a list of questions I need to judge myself (everything marked
  uncertain)
- one sentence on whether there's anything in the paper the key
  doesn't cover

Rules:
- stick strictly to the key, don't grade by your own judgment
- if the student used a valid method not covered by the key, DON'T
  score it — mark it uncertain, I'll decide
- don't add or subtract points for neatness, handwriting, or
  spelling unless the key mentions it

Here are the proposed scores for all [28] papers from this test,
with a rationale for every question.

Check for consistency:
1. Where two similar answers got different point totals — list the
   pairs and how the scoring differs
2. Where the rationale for the same question relies on different
   parts of the key from paper to paper
3. Questions where the rationale is most often marked uncertain —
   meaning the key is inadequate at that point
4. Papers within 1 point of a grade cutoff [paste cutoffs]

Don't fix anything, just list what I need to review.

[paste the proposals]

For each paper, write brief feedback for the student, max 4
sentences:
1. what they specifically did well (name it, don't just say "good
   effort")
2. their biggest weakness — one, not a list
3. one concrete thing to do before next time (not "practice more,"
   but "work through problems 12-18 on page 44")

Write it plainly, with no comment on the student as a person, no
sarcasm, and no empty encouragement. Address the student directly.
Don't mention the grade or the point total.

[paste the scoring proposals with rationales]

Here are the graded results for the whole class — points per
question for each paper, with a rationale for what went wrong.

Give me an analysis as the teacher:
1. Success rate by question: what percentage of the class got each
   one right, ranked worst to best
2. Error patterns that repeat across more than [5] students — for
   each one, describe the underlying misunderstanding, not just how
   it showed up
3. Errors only a few students made — and whether that's a gap in
   understanding or just carelessness
4. Which skills from the list the class handled well and which it
   didn't
5. A recommendation: what to reteach and how, so it actually lands
   — with a time estimate in minutes for each

Don't work with names, just paper numbers.

From the error analysis, build a fifteen-minute block on fixing the
most common mistake — [describe the mistake].

I want:
- one sentence naming the mistake without singling anyone out
- a counterexample that shows why that method doesn't work
- an explanation of the correct method in 3 steps
- 4 short practice problems, easiest first, with solutions
- one check-in question at the end that tells me whether it landed
  this time

Students have a [45]-minute period and this is the first third of it.