Based on Bloom's Taxonomy, generate mock questions of multiple question types (multiple-choice, short-answer, case analysis) for any subject/topic. Each question includes a detailed explanation and covers the full range of cognitive levels from lower-order to higher-order.
Quick Start
Users only need to specify:
- Subject/Topic: such as "Microeconomics - Supply and Demand Theory", "Data Structures - Binary Trees", "Project Management - Risk Management"
- Cognitive Level(optional): Remember / Understand / Apply / Analyze / Evaluate / Create, or "All levels"
- Question Type(optional): Multiple-choice / Short-answer / Case analysis, or "Mixed question types"
- Number of Questions(optional): by default, 1 question per level
- Difficulty Preference(optional): Basic / Intermediate / Advanced
Example:
"Help me create a set of mock questions for 'Marketing - 4P Theory', covering Bloom's six levels, with mixed question types, and 1 question per level."
I. Bloom's Taxonomy Reference Framework
1.1 Overview of the Six Cognitive Levels
| Level | English | Core Action | Typical Verbs | Suitable Question Types |
|---|---|---|---|---|
| L1 Remember | Remember | Recognize and recall factual knowledge | List, define, identify, match | Multiple-choice |
| L2 Understand | Understand | Explain, summarize, infer meaning | Explain, give examples, classify, compare, generalize | Multiple-choice, short-answer |
| L3 Apply | Apply | Use knowledge in new situations | Calculate, execute, use, demonstrate | Multiple-choice, short-answer |
| L4 Analyze | Analyze | Break down information and discover relationships and structures | Differentiate, organize, attribute, compare differences | Short-answer, case analysis |
| L5 Evaluate | Evaluate | Make judgments based on criteria | Assess, critique, argue, defend | Short-answer, case analysis |
| L6 Create | Create | Integrate elements to form new solutions | Design, construct, plan, propose | Case analysis |
1.2 Level × Question Type Matching Matrix
| Question Type \ Level | L1 Remember | L2 Understand | L3 Apply | L4 Analyze | L5 Evaluate | L6 Create |
|---|---|---|---|---|---|---|
| Multiple-choice | ★★★ | ★★★ | ★★ | ★ | — | — |
| Short-answer | ★ | ★★ | ★★★ | ★★★ | ★★ | ★ |
| Case analysis | — | ★ | ★★ | ★★★ | ★★★ | ★★★ |
★★★ = Best match, ★★ = Suitable, ★ = Usable but not optimal, — = Not recommended
II. Question Type Specifications and Templates
2.1 Multiple-Choice Question Specifications
Structure：
题号. [L层次标签] 题干
A. 选项A
B. 选项B
C. 选项C
D. 选项D
✅ 正确答案：X
📝 解析：
- 考点：…
- 正确选项分析：…
- 干扰项分析：逐一说明其他选项为何错误
- 认知层次说明：本题考查的是…层次的…能力
Authoring Rules：
- Stem wording is clear and complete; avoid negative phrasing (if negation is truly necessary, bold the word "not")
- The four options are similar in length; avoid always making the longest option the correct answer
- Distractors must be plausible (common misconceptions, easily confused concepts); do not include obviously absurd options
- Options are mutually exclusive; do not use "all of the above/none of the above"
2.2 Short-Answer Question Specifications
Structure：
题号. [L层次标签] 题干（明确作答要求和预期篇幅）
📋 参考答案：
（结构化的要点式回答）
📝 解析：
- 考点：…
- 得分要点：列出关键得分点及分值分配建议
- 常见失分点：学生容易遗漏或答偏的方向
- 认知层次说明：本题考查的是…层次的…能力
Authoring Rules：
- The stem explicitly requires "briefly describe", "compare", "explain", etc., indicating the direction of the answer
- Reference answers must be structured (by point/step) to facilitate scoring
- Provide scoring points and suggested point values
2.3 Case Analysis Question Specifications
Structure：
题号. [L层次标签] 案例背景
（200-400字的情境描述，包含足够的决策信息和适量干扰信息）
问题：
(1) …（通常2-3个递进式子问题）
(2) …
(3) …
📋 参考答案：
(1) …
(2) …
(3) …
📝 解析：
- 考点：…
- 案例中的关键信息提取：标注哪些信息是解题关键，哪些是干扰
- 分析框架/模型建议：推荐适用的理论工具
- 得分要点与评分建议
- 认知层次说明：各子问题分别对应的认知层次
Authoring Rules：
- The case scenario must be realistic and reasonable (company/person names may be fictitious, but the industry logic must hold)
- Sub-questions are designed to progress by cognitive level (e.g., first analyze the current situation → then evaluate the plan → finally make recommendations)
- Mix an appropriate amount of non-key information into the case to train information-screening ability
- Do not hint at the standard answer in the case description
III. Explanation Authoring Standards
The explanation for each question must include the following elements:
| Element | Description | Required/Optional |
|---|---|---|
| Test Point | The core knowledge point tested by this question | Required |
| Correct Answer Analysis | Why it is correct and what principle it is based on | Required |
| Incorrect Option/Point-Loss Analysis | Common errors and their causes | Required |
| Cognitive Level Description | Which Bloom's level this question corresponds to and what ability it tests | Required |
| Related Knowledge | Extended knowledge points related to this question | Optional |
| Answering Techniques | Practical answering methods or memorization tips | Optional |
IV. Difficulty Calibration Guide
4.1 Three-Level Difficulty Standards
| Difficulty | Label | Characteristics | Expected Correct Rate |
|---|---|---|---|
| Basic | ⭐ | Directly tests core textbook concepts; no reasoning required | 70%-90% |
| Medium | ⭐⭐ | Requires understanding before application, or involves concept discrimination | 40%-70% |
| Advanced | ⭐⭐⭐ | Requires integrating multiple knowledge points, or judging in complex situations | 20%-40% |
4.2 Relationship Between Cognitive Level and Difficulty
- L1-L2 questions are usually basic or medium difficulty
- L3-L4 questions are usually medium or advanced difficulty
- L5-L6 questions are usually advanced difficulty
- But a higher level does not necessarily mean higher difficulty: an "evaluate" question with a simple scenario may be easier than an "apply" question with a complex calculation
V. Complete Question Authoring Example
Example topic: Project Management — Risk Management
1. [L1 Remember] Multiple-Choice Question ⭐
In project risk management, what is the main purpose of the "Risk Register"?
A. Record the project's financial budget and expenditure details B. Systematically record identified risks and their response measures C. Track the performance evaluations of project team members D. Store the project's contract and legal documents
✅ Correct answer: B 📝 Explanation:
- Test point: Definition and purpose of the risk register
- Analysis of the correct option: The risk register is the core document that records identified risks, risk analysis results, response strategies, and monitoring status, and it runs through the entire risk management process
- Analysis of the distractors: A is a function of budget management tools; C belongs to the scope of human resource management; D belongs to the scope of procurement management or contract management
- Cognitive level explanation: This question tests the L1 memory level, requiring recognition and recall of basic risk management concepts
2. [L2 Understanding] Multiple-choice question ⭐
Which of the following examples most accurately reflects the "risk transfer" strategy?
A. The project manager decides not to carry out a certain high-risk activity B. The project team purchases insurance for key equipment C. The project team reserves additional time buffer D. The project manager chooses to accept the risk and continuously monitor it
✅ Correct answer: B 📝 Explanation:
- Test point: Differentiation of risk response strategies (avoidance, transfer, mitigation, acceptance)
- Analysis of the correct option: Purchasing insurance transfers the financial consequences of the risk to the insurance company, which is a typical risk transfer
- Analysis of the distractors: A is risk avoidance (not doing this); C is risk mitigation (reducing impact); D is risk acceptance (actively bearing it)
- Cognitive level explanation: This question tests the L2 understanding level, requiring classification of risk response strategies and identification of examples
3. [L3 Application] Short-answer question ⭐⭐
In a software development project, the team identified a risk: "Core developers may leave midway through the project." Please use qualitative risk analysis methods to assess the priority of this risk and propose at least two response measures.
📋 Reference answer:
-
Qualitative assessment：
- Probability of occurrence: Medium (industry staff turnover rate is about 15%-20%)
- Degree of impact: High (core developers possess key technical knowledge; their departure will cause schedule delays and knowledge loss)
- Priority: High (medium probability × high impact = needs priority response)
-
Response measures：
- Mitigation strategy: Establish code documentation and knowledge-sharing mechanisms to ensure that key knowledge is not concentrated in one person
- Mitigation strategy: Cross-train team members so that at least two people master each core module
- Transfer strategy: Sign a backup manpower agreement with an outsourcing company so that manpower can be quickly supplemented at critical moments
- Acceptance strategy (active): Reserve a 10%-15% schedule buffer to cope with possible personnel changes
📝 Explanation:
- Test point: Qualitative risk analysis (probability-impact matrix) + risk response strategies
- Scoring points: ① Correctly assess probability and impact (2 points) ② Reasonable priority judgment (1 point) ③ At least two response measures with correct classification (4 points) ④ Measures are specific and executable (3 points)
- Common point-loss issues: Only giving a vague "strengthen management" without specific executable measures; confusing the types of response strategies
- Cognitive level explanation: This question tests the L3 application level, requiring the application of risk analysis methods to specific project situations
4. [L4 Analysis] Case analysis question ⭐⭐
Case background:
Huachuang Technology Company is developing a new smart home control system, with a project duration of 12 months and a budget of 5 million yuan. In the 4th month of the project, the project manager discovers the following situations:
- The hardware supplier notifies that the chip delivery will be delayed by 6 weeks (reason: upstream raw material shortage)
- The software team proposes adding a new AI voice recognition module (a new customer requirement), estimated to increase cost by 800,000 yuan and extend the schedule by 2 months
- The company has just announced that it will cut R&D budget by 10% before the end of the year
- Competitors are expected to release similar products in 8 months
- The testing team supervisor has just submitted a resignation request, with only a 2-week handover period
Questions: (1) Please identify all risks in the case and classify and rank them by "probability-impact" (2) Analyze the correlations among these risks and possible chain effects (3) Propose a set of response plans for each of the top three risks
📋 Reference answer:
(1) Risk identification and ranking：
| Ranking | Risk | Probability | Impact | Priority |
|---|---|---|---|---|
| 1 | Chip delivery delayed by 6 weeks | High (confirmed) | High (blocks hardware development) | Extremely high |
| 2 | Testing supervisor resignation causing knowledge loss | High (confirmed) | High (affects quality assurance) | Extremely high |
| 3 | Conflict between 10% budget cut and 800,000 yuan increase for new requirements | High | High (project scope/budget conflict) | Extremely high |
| 4 | New AI module causing schedule extension | Medium | High (may miss market window) | High |
| 5 | Competitors release similar products after 8 months | Medium | Medium (market first-mover advantage threatened) | Medium |
(2) Correlation analysis：
- Chip delay + AI module addition → dual schedule pressure, total delay may exceed 2 months
- Budget cut + cost increase → resource gap intensifies, may be forced to cut features
- Testing supervisor resignation + schedule compression → quality risks concentrated outbreak in the later stage of the project
- If the project is delayed by more than 3 months, it will be later than competitors' launch, and commercial value will drop significantly
(3) Response plans for the top three risks：
Risk 1 — Chip delivery delayed by 6 weeks：
- Mitigate: immediately contact alternative suppliers for quotations and launch a dual-source procurement strategy
- Transfer: negotiate delay penalty clauses with the current supplier and transfer part of the loss to the supplier
- Accept (active): adjust the project plan, move software module development earlier and hardware integration later, and use the waiting period to handle other tasks
- Time nodes: complete evaluation of alternative suppliers within 1 week, and determine the final supply plan within 2 weeks
Risk 2 — Testing supervisor resignation causing knowledge loss：
- Mitigate: complete documented handover of core test cases, test environment configuration, and known defect list within the 2-week handover period
- Mitigate: arrange team members to work in pairs with the testing supervisor for knowledge transfer
- Transfer: quickly start recruiting or outsourcing an external testing team, and set a handover standard of "take over immediately upon arrival"
- Timeline: complete knowledge documentation in Week 1, complete paired training in Week 2, complete backfill staffing before Week 4
Risk 3 — Contradiction between budget cuts and the cost of new requirements：
- Avoid: negotiate with the client on the priority of the AI voice module, and assess whether it can be included in Phase 2 delivery rather than Phase 1
- Mitigate: conduct a minimum viable product (MVP) assessment of the new requirements, and seek a compromise between functionality and cost
- Escalate: prepare a cost impact analysis report and ask management to make a priority decision between "cutting the budget" and "meeting the client's new requirements"
- Timeline: complete the MVP plan and cost analysis within 1 week, and obtain a management decision within 2 weeks
📝 Analysis:
- Test points: risk identification, qualitative risk analysis, risk correlation analysis
- Key case information: 5 clear risk events with correlations in time and resources
- Suggested analysis frameworks: probability-impact matrix, risk correlation diagram
- Scoring points: ① completely identify the 5 risks (5 points) ② rank them reasonably with justification (3 points) ③ correlation analysis is logically clear (4 points) ④ response plans are specific and feasible (6 points)
- Cognitive level note: sub-question (1) is L4 analysis (decomposition and classification), sub-question (2) is L4 analysis (discovering correlations), sub-question (3) is L5 evaluation/L6 creation (comprehensive judgment and proposing solutions)
5. [L5 Evaluation] Short-answer question ⭐⭐⭐
Some people argue that "agile projects do not need a formal risk management process, because short iteration cycles are themselves the best risk management." Please evaluate this view and explain your reasons.
📋 Reference answer:
This view is partly reasonable but not comprehensive:
Reasonable aspects：
- Short iterations (1-4 weeks) can indeed expose problems earlier and shorten the risk incubation period
- Continuous delivery and frequent feedback mechanisms help adjust direction quickly
- Sprint retrospectives provide opportunities to review risks regularly
Shortcomings：
- Short iterations can address tactical-level risks, but lack foresight for strategic risks (such as technology selection mistakes or dependence on key suppliers)
- Some risks require months of preparation in advance (such as compliance certification or long lead times for hardware procurement), and cannot be absorbed within an iteration cycle
- The team may fall into "firefighting mode," handling only immediate problems while neglecting medium- and long-term risks
Conclusion: agile short iterations are an effective risk mitigation means, but they cannot replace systematic risk identification and forward-looking planning. The best practice is to embed a lightweight risk management process into the agile framework.
📝 Analysis:
- Test points: the relationship between agile methodologies and traditional risk management
- Scoring points: ① can identify the reasonable parts of the view (3 points) ② can point out the shortcomings (3 points) ③ gives a balanced conclusion rather than black-and-white thinking (2 points) ④ the discussion is well-reasoned and evidence-based (2 points)
- Common point-losing mistakes: fully agreeing or fully denying without dialectical thinking; empty discussion without specific examples
- Cognitive level note: this question tests the L5 evaluation level, requiring a multi-perspective critical assessment of a view based on professional knowledge
6. [L6 Creation] Case analysis question ⭐⭐⭐
You have been appointed as the project manager of a medium-sized e-commerce company, responsible for completing the project of migrating the payment system from a third-party service to a self-built system within 6 months. The company's annual transaction volume is approximately 500 million yuan, and payments must not be interrupted. Please design a complete risk management plan framework, including at least: risk identification methods, assessment criteria, Top 5 anticipated risks and response strategies, monitoring and reporting mechanisms.
📋 Reference answer: (should include a complete risk management plan framework, with clear structure, specific content, and rigorous logic)
📝 Analysis:
- Testing point: Complete design of a risk management plan
- Scoring points: ① Reasonable choice of methodology (3 points) ② Clear and actionable assessment criteria (3 points) ③ Accurate identification of the Top 5 risks covering technical/business/personnel dimensions (5 points) ④ Specific and executable response strategies (5 points) ⑤ Monitoring mechanism including frequency, indicators, and escalation paths (4 points)
- Cognitive level explanation: This question tests the L6 Create level, requiring comprehensive application of risk management knowledge to design a complete management framework for a real scenario
VI. Agent Behavior Guide
6.1 Question-generation process
When the user requests generation of mock questions, execute the following steps:
-
Confirm requirements：
- Subject/topic (required)
- Cognitive level range (default: all six levels)
- Question type preference (default: mixed question types)
- Number of questions (default: 1 question per level)
- Difficulty (default: medium)
-
Plan question distribution：
- According to the level × question type matching matrix, select the best question type for each level
- Ensure a reasonable distribution of question types (not all multiple-choice, nor all case questions)
-
Generate questions one by one：
- Generate questions in progressive order from L1 → L6
- Label each question with a level tag and difficulty star rating
- Use verbs in the question stem that match the level (see 1.1 Typical Verbs)
-
Write analyses：
- Complete the analysis for each question according to Section 3 "Analysis Writing Standards"
- The analysis must cover all required elements
-
Output format：
- Provide an overview table of questions at the beginning (level/question type/difficulty/testing point)
- Output questions one by one in level order
- Separate each question with a divider line
- Attach a summary of testing point distribution at the end
6.2 Output template
## 📝 模拟题：[主题名称]
### 题目总览
| 题号 | 认知层次 | 题型 | 难度 | 核心考点 |
|------|---------|------|------|---------|
| 1 | L1 记忆 | 选择题 | ⭐ | … |
| 2 | L2 理解 | 选择题 | ⭐ | … |
| … | … | … | … | … |
---
（逐题输出，含题目和完整解析）
---
### 📊 考点分布总结
- 知识点覆盖：…
- 难度分布：基础 X 题 / 中等 X 题 / 进阶 X 题
- 认知层次覆盖：L1-L6 全覆盖
- 建议用时：X 分钟
6.3 Notes
- Question content must be based on the subject's general knowledge and not depend on a specific textbook version
- Company names and personal names in cases must be fictitious; avoid using real enterprise information
- The positions of correct answers in multiple-choice questions must be randomly distributed (not always B or C)
- If the user does not specify the specific scope of the topic, ask and confirm before generating questions
- The cognitive level of each question must be true to its name: L1 should not require analysis, and L6 should not test only memory