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Introduction
Hi, and welcome back to the Intermediate Artifacts session. After the sales dashboard, we now build a mini app for learning. In this episode we build interactive quizzes and exercises, with scores, explanations for wrong answers, and retry practice. It's great for teachers, staff trainers, and even business owners.
Step 1: Design the quiz before building it
Before building, let's look at what makes a quiz help people learn. First, the quiz has a clear goal: what participants should be able to do after taking it. Second, the quiz explains wrong answers. A red cross alone doesn't help a student understand where they went wrong. Third, the quiz gives a chance to retry the wrong questions. This is where an interactive quiz beats a paper quiz by a mile. How is it different from a paper quiz? First, feedback. On paper, students wait for the teacher to mark it, sometimes until next week. In an interactive quiz, feedback appears right after answering. Second, explanations. A paper quiz usually just gets a cross, while an interactive quiz can show the correct steps for every question. Third, retrying. A paper quiz needs new photocopies, while an interactive quiz takes one click, with the questions shuffled. Fourth, teacher prep. No need to type and print questions one by one. The teacher simply explains the material and the quiz rules to Claude, then checks the result. The first step is designing the quiz. Mr. Hendra from Cerdas Tutoring writes a five-part prompt. The role: a patient elementary school math teacher who uses simple language. The goal is specific: grade five students can add and subtract fractions with different denominators. The data is Mr. Hendra's own summary of the material, with everyday examples like cake and sugar. That way the quiz matches what he teaches in class. The format is a quiz Artifact with ten multiple-choice questions, one question per screen, and a score at the end. The constraints matter. Each question has exactly one correct answer, and the wrong options, called distractors, come from common student mistakes. For example, simply adding the denominators together.
Step 2: Build the first quiz version
Step two is building the first version. Mr. Hendra sends his design and asks for the quiz. The quiz appears right away in the right panel. This is question three of ten: Mom has three quarters of a kilogram of sugar, and uses half a kilogram for a cake. How much is left? There are four answer choices. Look at option A, two over two. That's the answer of a student who just subtracts the tops and bottoms straight across. Distractors like this were made on purpose, following the prompt's constraints. Below that are the score so far and the time. Mr. Hendra takes the quiz himself from start to finish, like a student, to make sure the buttons and the score work. While trying it, Mr. Hendra uses this checklist. First, the questions appear one at a time. Second, the answer buttons can be clicked. Third, the score only goes up for correct answers. He deliberately answers one wrong to test it. Fourth, there are next and back buttons. Fifth, the final score appears after question ten. Sixth, it still looks tidy on a phone screen, because most students will open it on their parents' phones.
Step 3: Check the key and question wording
Step three is checking the answer key and the wording. While trying the quiz, Mr. Hendra finds a mistake. In question seven, one third plus one sixth, the key says two sixths. It should be three sixths, or one half. Claude admits the mistake and fixes the key. It also replaces the three-sixths option, because if one half and three sixths were both there, the question would have two correct answers. Claude then points to question nine as possibly ambiguous, because the word piece doesn't say how big. One vague word can make a student who actually understands get it wrong. The key lesson: an answer key made by Claude must be checked one by one. A quiz with a wrong key does more harm than no quiz at all, because students end up learning the wrong thing. Use these four requirements for every question. First, you've recalculated the answer yourself. Second, there's only one correct answer, including equivalent forms, such as one half and two quarters. Third, the language fits the participants' age and background. For elementary school kids, that means short sentences and examples close to their daily lives. Fourth, the distractors come from believable mistakes, not random options that are obviously wrong.
Step 4: Add learning features
Step four is adding learning features. Mr. Hendra asks for feedback after every answer, step-by-step explanations for wrong answers, and shuffled questions. Version two is ready. Look at the right panel: a student picked two over two for the sugar question, and the quiz immediately says the answer isn't quite right. The explanation goes step by step: make the bottom numbers match, subtract the top numbers, and the answer is a quarter of a kilogram. The sentences are short and friendly, like a teacher sitting right beside the student. Shuffling matters too. If the questions and options are always in the same order, students tend to memorize where the answer sits instead of understanding how to solve it. Mr. Hendra adds one more feature: a results screen at the end of the quiz. The results screen shows a score of seven out of ten, the time taken, and three questions to review. Below that, the wrong questions are grouped by topic. The button to retry the three wrong questions lets students practice their weak spots right away. For Mr. Hendra, the topic list also shows which material needs explaining again in the next class.
Step 5: Share it and make variations
The last step is sharing the quiz. Mr. Hendra sends the Artifact link to the grade five parents' group. A simple quiz like this doesn't automatically send scores back to its creator, so he asks for a screenshot of the final result. One parent replies that their child scored eight and enjoyed it because every question had an explanation. Another parent reports that their child keeps getting the matching denominators part wrong. That becomes material for Mr. Hendra's next lesson. Saving and sharing features keep evolving, so check the Claude documentation for the latest capabilities. Notice too that Mr. Hendra doesn't ask for students' full names or phone numbers inside the quiz. Score reports simply go through the group that already exists. The same pattern works outside school. Dewi builds a warehouse SOP quiz for new employees, so the rules for receiving goods are understood before their first day. Laras builds a menu quiz for new baristas: product names, sizes, and prices, such as the one-liter palm sugar iced coffee at eighty-five thousand rupiah. Nadia builds a light quiz for a client's followers: find your favorite coffee type. Quizzes like this get people interacting, then end with an invitation to order. Whatever the type, the steps are the same: design from a goal, build it, check the key, add learning features, then share it. And never ask participants to type personal data into the quiz.
Done!
We've built an interactive quiz: designing it from a learning goal, building the first version, checking the key and wording, adding feedback and retry practice, then sharing it. In the next episode we build a mini app for selling: a price calculator and an order form that instantly produce a summary ready for WhatsApp. See you there!
Practice exercises
Try these on your own after watching to lock in what you learned.
Build a five-question multiple-choice quiz for one topic from your work or lessons
Check every answer and ask Claude to name any questions that might be ambiguous
Add feedback for each answer and a button to retry the wrong questions
Ask the class material
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Cerdas Inovasi Digital Team
Software developers, BIM & 3D engineers, and AI practitioners
53 video classes1,286 episodes
We build software, BIM models, games and AI automations for clients every day, and turn that hands-on work into step-by-step classes: every step is shown on screen and comes with a PDF guide you can keep.
