Best Types of Quizzes for English Language Teaching

are many different types of quizzes that can be used for assessment
and practice by language teachers.

Cloze Tests / Gap Filling exercises can be used for testing how well a student understands the context. One must however be careful about multiple correct answers (it’s possible to set multiple correct answers using the # symbol in Learnclick). Cloze tests can be very effective for testing grammar, vocabulary, reading and listening comprehension.

a good way for quickly testing vocabulary, for example “match the
words with their antonym” or “match the words with their translation”.

& Drop questions

might be used if you don’t want the student to have to type the
answers. Another usage is asking the students to put the jumbled
words into the correct order to create a sentence. Learn how to
create this type of question with Learnclick here:


An alternative to drag & drop questions if you want to give
students some options for them to choose from is the “dropdown”
question type. You can either have the dropdown content be generated
from all the blanks or create the options inside the dropdown


are excellent if you want to test the students writing skills. The
disadvantage is that it takes more time for correction, but
Learnclick offers a nice online editor for annotating written

if several options can be correct, then use checkboxes!

the ideal quiz creator for language teachers.

Create a Fill-in-the-Blank / Cloze Survey

Although Learnclick is primarily a tool for creating quizzes, it is possible to create surveys and it has been used for instance for linguistic research. With Learnclick you can create more sophisticated cloze test questions than with other survey tools. It’s possible to create drag & drop or dropdown questions. Of course you can also add multiple-choice and open-ended questions. See the bottom of this page to learn more about all the possible question options:

For a survey, you normally wouldn’t enter an answer, but simply make a gap which can be done with any character, e.g. using an underscore. If you want the gap bigger, you add more underscores and then mark it with the mouse and click on the button “Create Gap”:

If you want the respondents to choose from an answer, e.g. in a dropdown or drag & drop type of question, you would enter answer options one can choose from. For “dropdown” questions, you mark the word and click on the button “Make Dropdown” where you enter additional answer options. For “Drag & Drop” questions, you would choose the question type “Drag & Drop”:

For surveys you would uncheck the option “Feedback” as there aren’t any “incorrect” answers:

If you know who your users are, you can create a “Class” with usernames and passwords so that the respondents can login and it guarantees that they only respond once.

There is also the option to record anonymous answers, although you can ask for the name. Change the option under “Visible To” to “everyone (record answers)”. Learn more about “sharing” options here:

If you need more than 50 submissions, feel free to contact us, we can change the number of possible submissions per quiz for you.

If you check “Ask for name”, by default it will ask “What’s your name?”. But you can override this question with a custom label, by clicking on the link “Global Quiz Settings”:

Under “Global Quiz Settings” you can also change a number of other button texts and labels.

Learn more about how you can view the responses here:

It’s also possible to export the answers and import them into Excel.

Why our clients use Learnclick for creating quizzes

Learnclick can be used in all kinds of scenarios, although the main usage is for language teaching.

We asked our clients to give us some feedback on how and why they use Learnclick. Here are some of the answers:

I use Learnclick primarily in an ESL classroom setting or in online materials that my students can access by themselves through our college’s Moodle platform.

Most of my quizzes are gap-fill ones with a few drag-n-drops too.

Gary L.

I have been using Learnclick for the past three years to teach Reading Comprehension to ESL and ELL students. The main focus is to help them pass an exam which is a requirement for enrollment to and graduation from undergraduate and graduate programs at the National Autonomous University of Mexico (UNAM), the biggest and most prestigious university in the country.

Basically, we have classroom sessions throughout the semester and I assign homework in Learnclick. I chose Learnclick as my to-go tool for two reasons: 1) it has a great set of testing options that allow me to closely simulate and monitor exam conditions; and 2) it’s been around for a while, with great reviews (I did my research and tried other services before settling down).

I’ve got to say that you have great support. When things weren’t working correctly and I contacted you, the reply was quick and honest.


I am using for something totally different: to collect data for my dissertation project! Participants first complete a background questionnaire on Qualtrics and then they are directed to to take the test I developed for them. The reason why I use is that it is the best online test platform for the test type I am using. My test type is C-test where second halves of each second word are deleted in a paragraph. There are not many platforms where I can embed this type of a test except for hot potatoes. However, I found hot potatoes very complicated. On the other hand, is very user-friendly. Also, my test is Turkish and allowed the participants to choose Turkish special characters when necessary while completing the gaps. Furthermore, contacting you whenever I had an issue while putting my test online was very useful.


Learnclick is also used for teaching history, science and even math. Some companies use Learnclick for testing their employees on internal procedures, etc.

Take a look at some of the quizzes some of our clients have created:

Things to consider when assigning online homework

Assigning homework should be to give students further practice and be purposeful. Don’t give homework just because that’s something that one “does”. In this article we are going to explore some ways how homework can be done online and why this might be useful as well as what possible downsides could be.

1) Let’s start with the obvious one: Having students submit their answers online will save you as a teacher lots of time with grading. On you can easily create all kinds of question types, like gap-filling exercises, drag & drop quizzes as well as open-ended questions that can be annotated online. The answers will get automatically graded and you get a nice overview that let’s you quickly see with which questions students struggled.

2) Assigning quizzes online is also an advantage for the student as he gets instant feedback on which answers were right and wrong, provided you don’t disable this option. If he got the answer wrong, you can provide an explanation which will help the student understand the material better.

One of the disadvantages of allowing unlimited submissions is that it may encourage lazy habits, that is, the student re-submits the answer without thinking until he gets the correct answer. So you might consider limiting the number of attempts he gets.

3) A further advantage of assigning online homework is that you can link or embed multimedia elements like audio and video. Pictures can of course be in color whereas with paper homework you might just print them out in black and white.

A disadvantage of online homework that could be considered is that students might easily be distracted by other things when working on their computer. For example they might feel the urge to check their friends Facebook page or watch a video. However, most students will anyways use the internet for looking up explanations or asking their friends for help. This is something that a teacher can’t control outside of the classroom.

4) There are less books to carry as the student can look up material online. He won’t be able to forget his books at school or at home. Of course students can bring up the excuse that internet didn’t work at home, but that excuse won’t work every time…

Make sure that students know how to use the various online tools. Demonstrate it to them during class time and if possible give them some time to practice before they go home.

The Personal Correction Robot

Recently one of our users wrote the following at the start of her quiz:correction-robot-1fxahhh-1hqtanl

“The right/wrong questions on this quiz will be corrected by my own personal correction robot. The written (or typed) questions will be corrected by me. Only then will your final score be known.

This is an example of the happy cooperation of artificial intelligence and old-fashioned teacher brain, working in harmony. My correction robot works with phenomenal speed, giving you immediate feedback. I plod along like a middle-aged woman (funny, that).

Sometimes, my correction robot is a little lacking in intuition. She will mark you wrong, for instance, if you misspell a word. Don’t worry, if I notice that this has happened to you, I shall override her and give you full marks; that is, so long as the word you have misspelt bears some resemblance to the correct answer.

So take it easy and don’t stress if you make a small insignificant error. Human intuition is still involved and my aim is to award you as many points as possible.

Kind regards and best wishes from your (old-fashioned) teacher and your (up-to-the-minute) correction robot.”

(By Roslyn G, used with permission)

I found this quite funny and thought I’d explain how things work in the background.

If you are a pro member, like this user is, than you can have the answers recorded. You can either create a class, share the quiz with Google Classroom or have anonymous answers recorded (you can ask for the name at the beginning of the quiz).

You can decide if users get immediate feedback and see the score or not.

In any case, as a teacher you will see the given answers by clicking on the “Grade” icon in your dashboard:

If you create a cloze test, where students have to write the answer in the gaps themselves, you can have multiple correct answers (useful for alternate spellings):

Separate the alternative correct answers with #. Highlight the whole group of words before clicking the “Create gap word” button.

Yellow is a bright color#colour
I live here#there#at home.

The “correction robot” will now mark both options as correct.

NEW: If your students submitted the answers and you noticed that some students entered another spelling and you didn’t add that to the alternative spellings, you can now add it later using the hashtag and when you save the quiz, it will automatically update the score and the answer will now display for all students who used this different spelling as correct.

Note, when answers have already been submitted and you want to edit a quiz, you get this warning:


This warning means, that you shouldn’t add additional questions or clozes, but you may still do some changes to the formatting, rephrase a question or add alternative answers as mentioned above.

Finally, this teacher mentioned that written questions will be corrected by her. She is referring to the open-ended/essay questions. The answers for these questions can also be annotated inside Learnclick, by going to the details page (clicking on “username”) on the grade page.

Learnclick can save time grading. Use these options and ask us if anything remains unclear.

6 ways to test your students listening comprehension

Make sure you include a variety of listening material for practice, e.g. songs, news, dialogues, etc. They should get exposed to different accents and voices. Try to find material that interests them.

In order for students to improve their listening skills, it’s not enough to just have them listen passively. They must be active in their listening and think of answers, opinions, etc. Here is a list of question types you can create.

  1. Use multiple choice quizzes to check for meaning. For example, ask what the meaning of an idiom is that was used in the recording.
  2. Use open-ended why questions. For example “Why did the man not have time for eating lunch?”
  3. Who said what? Write down a sentence that was in the dialogue and use the multiple choice question type to list all the possible people who might have said that sentence.
  4. Which statements are true? Use the question type “Checkboxes (several answers correct)” and have several correct and wrong answers.
  5. Ask your students to fill in the blanks. This will help them focus on the text at word level. They can help students with learning new vocabulary or grammar points. dropdownThe text can either be taken directly from the transcript or you can make up your own, based on the transcript. If the goal isn’t for students to practice their writing, you can also have them choose from a dropdown or use the drag & drop question type.
  6. Have them write an essay where you ask them about their opinion.

With you can not only create all the question types mentioned above easily, but you can also embed videos from youtube or upload a mp3 file to our server and have it play inside the quiz.


As a pro member you can have the answers recorded. If you choose to ask open-ended/essay questions, you can annotate the text and have the students view your feedback as a pdf file.


Need help with creating a quiz?

The Learnclick Quiz Creator is more versatile than you might think…

Recently a teacher asked the following question:

What would be the best way to set up the type of question below.

Identify the subject and verb in the sentence below:table

Our answer:

I suggest using the question type Generated Dropdowns.

You can simply paste your table into the textbox and then create some empty spaces (for the wrong answers) and mark those plus the correct answers as gaps:

This is how it will look like:
Not sure how to create a question? Feel free to ask us.

Creating Quizzes with Rich Text Formatting

I still see a lot of teachers asking about how to format their quizzes with Google Forms. We wrote an article some time back on why Learnclick might be an alternative to Google Forms. Since Google Forms still does not support rich text editing like making a text bold, italics, underline, or changing the font color, I wanted to highlight that you can do all these things and more with

Formatting with

Formatting with

The best part is that you can just copy your text from Microsoft Word or Libre Office and paste it into the textbox and most of the formattings are taken over. Even tables you created in your word processor or Excel can be copied over. If you want to preserve the background color of a table, it’s best to use the free program Libre Office.

You can also insert math symbols. See Formatting your Quiz Questions.

You can also insert images, sound or embed videos into a Learnclick quiz. See multimedia help.

Visit our homepage and take the guided tour and learn about the many features Learnclick offers, while remaining a very easy to use tool.

Embed quizzes into your homepage and record answers

Creating quizzes for embedding into a website has been possible for some time now. How to find the embed code (iframe) is explained here. You can find a number of quizzes that are embedded this way on some of the websites created by our users:

We’re excited about our new feature that let’s you record the user input.
Record anonymous answers

Have you ever wondered how many of your site visitors actually try to take a quiz and if they managed to answer most of the questions correctly? You could also use this feature for creating surveys… Find out more about recording anonymous answers.

Cloze learning is good; Cloze Learning works; and ‘Levels of processing’ is a key reason why

Guest post by Mark Souter, psychology and sociology teacher

Running classroom experiments can be even more problematic for psychology teachers than it is for chemistry and physics teachers. Whilst we do not have to worry about fire and acid, the chances of something going awry in terms of an unexpected result are much higher. Given the difficulty in isolating the many variables of humanity, and the practical and ethical difficulties of pushing people into a test tubes, demonstrating cause and effect can be tricky. We have our old standby of the ‘Stroop effect’, which is based on a reliable, almost physiological effect. I have different but equally reliable experiment, which also makes a powerful point about learning. It is based on ‘levels of processing’ (Craik and Lockhart, 1972). One thing I must not do is tell the students what the experiment is about beforehand, but (SPOILER ALERT!) for the purposes of this blog, here comes that explanation.

Figure 1 (source)

Different types of Information are processed by the brain at different levels. At the lowest level there is visual information. In the experiment this is triggered by asking participants to answer questions about the appearance of a word. For example, they are shown the word EGG, and asked “Does this word contain the letter ‘E’?”(part of the briefing before the start is that there are no trick questions, and an obvious answer will be correct). At the next processing level is auditory information. For example, the word ‘should’ is shown, followed by the question “Does this word rhyme with ‘wood’?” The highest level is semantic, though the questions remain purposefully easy. They might be shown the word “ROBIN” followed by the question “Is this a type of bird?”

A further control is to emphasise that this is not a test of any individual. Students at this stage of their learning can be extremely competitive. To reduce this as a factor, I disappoint and confuse them by insisting that their answer sheets are anonymous. If I am in a ‘Barnham’ mood I ostentatiously destroy all of the answer sheets, and then hand out another response form. This has list 30 words they were shown, mixed with another 30, randomly dispersed distractor items. (I once made the mistake of telling them this ratio and the scores increased to almost 100%, which is suggests interesting things about the difference between recollection and recognition but completely undermined the purpose of the experiment!) They have to check off words from the previous task, and they only get 2 minutes to do this. When the time is up I again insist that the response sheets remain anonymous. This especially confounds them because they wonder how I could generate comparisons without names. This is an important part of a psychology lesson as it emphasises a particular type of experimental design (‘within subjects’), but it also avoids ethical issues about revealing who did poorly in this task.

The results invariably show that the ‘deeper level’ questions, even though they are made easy, correspond to greater recall of the words they relate to. So strong is this effect that in a class of less than 20 students it is unlikely that anyone remembers more of the lower level question-word pairs (I usually lump them together for the sake of simplicity, but the longer version with all three types of question-word combinations the visual and auditory scores fall into line).

Levels of Processing and Cloze Tasks

The relevance of this for Cloze Tasks is that even apparently trivial levels of testing can be effective in increasing recall. When the student has to consider the meanings of words, they have to use thinking at the deepest level. In contrast, for example, a word-search task does not do this: I could get 10 year olds to complete a word search for Latin words, or even random strings of letters (though this would stretch short-term memory). Once the meaning of the word is involved a different level of learning is engaged. This is one reason why I like the ‘generate dropdowns’ feature for drop-down cues in Learnclick. Even though the correct answer may seem ‘obvious’ (for example when a noun is required and the other choices are adjectives or verbs) the student is exposed to other key terms because since they are automatically selected from elsewhere in the text.

It’s this easy – just click the ‘generated dropdown’ option! Here’s one I prepared earlier…

This effect may be more powerful for language teaching. For example, if the answer is selected by distinguishing terms through consideration of grammar (e.g. between verbs, connectives, pronouns etc.), the deep level processing of this aspect of language is going to be effective. I am a big fan of flash cards (which also work well as a web-based task), but Cloze Tasks add a deeper level of processing because they embed the words in a particular context. The context supports the thinking process as alternative solutions are contemplated, creating a virtuous circle of thinking. Furthermore, seeing the words in a full context also exposes the student to models of language use. This is as important for my psychology students (particularly in the context of a local culture that does not emphasise the important of literacy), as it might be for language teachers. I think the rest of the teaching profession has some important lessons to learn from our TEFAL/EAL colleagues, and the benefits of Cloze Tasks for learning (not just for teaching) is one of them!

The teacher still has an important task to manage – the level of difficulty needs to strike an important balance between being too easy or too difficult. Easy tasks are demotivating (and possibly even insulting!). Tasks which are too difficult are also demoralising (see ‘Learned Helplessness’ below). The ‘sweet spot’ is not necessarily mid-way between the two. There is evidence of a phenomenon called ‘learned industriousness’ where some degree of failure in the context of success at difficult tasks creates a greater sense of reward and this increased motivation.

Motivation is the key to learning. One of my (hyperbolic) homilies is that teaching people who do not want to learn is the worst job I’ve ever had, but teaching people who do want to learn is the best.