[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M751G36H47WSASYWMDBVTXQH":3,"skill-same:01M751G36H47WSASYWMDBVTXQH":49},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":19,"linkOnly":20,"markdownContent":21,"markdownBody":22,"frontMatter":23,"refName":26,"commitSha":27,"skillDirectory":28,"forksCount":29,"repositoryHtmlUrl":30,"repositoryHomepageUrl":31,"ownerHtmlUrl":32,"ownerBlogUrl":31,"ownerDescription":33,"updatedAt":34,"install":35,"resources":48},"01M751G36H47WSASYWMDBVTXQH","quiz-generator",null,"Writes quizzes and assessments with a stated Bloom's-level distribution, misconception-based distractors, and an answer key with rationales - plus a summary table of level, type, and points per question. Use when someone asks \"write a quiz on...\", \"make a 10-question test for chapter 5\", \"generate review questions\", or \"check these multiple-choice questions for quality\". Do NOT use for building the grading rubric for an essay or project - use rubric-builder instead; for designing the lesson the quiz sits inside, use lesson-plan-builder; for opinion or research surveys rather than knowledge assessment, use survey-designer.","SkillMedev\u002Fskills","SkillMedev","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F298078254?v=4","01M74ZSGTQ918CB0VXW4EG3RMX","SkillMe","01M74ZSGVBT497NA95CBT8JTY4",25,"MIT","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fquiz-generator\u002FSKILL.md",[],[],"2026-11-11 18:15:31",false,"---\nname: quiz-generator\ndescription: Writes quizzes and assessments with a stated Bloom's-level distribution, misconception-based distractors, and an answer key with rationales - plus a summary table of level, type, and points per question. Use when someone asks \"write a quiz on...\", \"make a 10-question test for chapter 5\", \"generate review questions\", or \"check these multiple-choice questions for quality\". Do NOT use for building the grading rubric for an essay or project - use rubric-builder instead; for designing the lesson the quiz sits inside, use lesson-plan-builder; for opinion or research surveys rather than knowledge assessment, use survey-designer.\nmetadata:\n  title: \"Quiz Generator\"\n---\n\n# Quiz Generator\n\nA well-constructed quiz is a learning event, not just a measuring event. The costly failure this skill prevents is the all-recall quiz with throwaway distractors: it reports high scores while misconceptions calcify undetected, and the teacher learns nothing actionable from the results.\n\n## Operating procedure\n\n### Step 1: Gather inputs\n\nCollect before writing any question. Where the user cannot answer, use the default and label assumptions as guesses.\n\n1. Topic and the specific objectives or content covered (required).\n2. Grade or level (required).\n3. Purpose: formative check, unit exam, or review\u002Fperformance task (default: formative).\n4. Question count and time budget (default: 10 questions; budget roughly 1 minute per multiple-choice item, 3-5 per short answer, 10+ per constructed response).\n5. Known misconceptions in this topic (ask - these become distractors; if none supplied, derive them from typical partial understandings and label them as guesses).\n6. Format constraints: paper vs digital, calculator allowed, open notes.\n\n### Step 2: State the Bloom's distribution before writing questions\n\nBloom's six levels, lower to higher order: Remember, Understand, Apply, Analyze, Evaluate, Create. Declare the target mix first; do not drift toward all-recall by default.\n\n- Formative quiz: covers Remember through Apply - roughly 40% Remember\u002FUnderstand, 60% Apply.\n- Unit exam: must reach Analyze and Evaluate - no more than 50% of points on Remember\u002FUnderstand.\n- Performance\u002Freview task: Evaluate and Create dominate.\n\nRed line: if every question is Remember-level, the quiz measures memorization only - rebalance before proceeding.\n\n### Step 3: Match question type to level\n\n- Multiple choice: efficient for Remember and Understand; use sparingly for Apply and above.\n- Short answer: versatile across Apply, Analyze, Evaluate.\n- Constructed response \u002F scenario-based: best for Analyze and above.\n- True\u002Ffalse: low signal - diagnostic pre-checks only, never graded summative work.\n\n### Step 4: Write stems, then distractors from misconceptions\n\nLower-order stems are direct and simple: define, identify, list. Higher-order stems use scenarios, data sets, or documents as stimulus - kept concise and free of culturally specific references that create construct-irrelevant difficulty.\n\nEvery multiple-choice distractor must be the answer a student with a specific partial understanding would choose. Rules: the correct answer must be unambiguously correct (if a second option survives a defensible interpretation, rewrite the stem, not the option); no \"all of the above\" \u002F \"none of the above\" except in carefully controlled contexts; keep options parallel in length and grammar, since the longest option telegraphs the answer.\n\n### Step 5: Build the answer key with rationales\n\nFor each question: the correct answer, a one-sentence rationale for why it is correct, and - for multiple choice - the misconception each distractor represents. This is part of the deliverable, not an extra.\n\n### Step 6: Assemble and check the summary table\n\nGroup questions by cognitive level, labeled. Produce the table (question number, level, type, points) and verify the actual point distribution matches the Step 2 declaration. If it drifted, fix questions, not the declaration.\n\n## Worked contrast: distractor quality\n\nTopic: photosynthesis, Understand level.\n\n**Bad:**\n\"What do plants need for photosynthesis? A) sunlight, water, CO2  B) rocks  C) music  D) darkness\"\nB, C, D are jokes no partially-informed student would pick; the item measures test-taking, not understanding.\n\n**Good:**\n\"Where does most of the mass of a growing tree come from? A) carbon dioxide in the air (correct)  B) minerals absorbed from the soil  C) water pulled up by the roots  D) energy from sunlight converted to matter\"\nDistractor analysis: B is the classic \"plants eat soil\" misconception; C confuses the reactant present in largest volume with the mass source; D reflects the common energy-becomes-matter confusion. A student choosing B tells the teacher exactly what to re-teach.\n\n## Deliverable\n\nProduce: (1) the question set grouped and labeled by Bloom's level, with total points stated; (2) the summary table - question number, cognitive level, question type, point value; (3) the answer key with per-question rationale and per-distractor misconception notes. Offer a student-facing version (instructions, no key) and a teacher version as separate documents.\n\n## Do NOT\n\n- Do not default to all-recall; a quiz that never reaches Apply cannot distinguish understanding from memorization.\n- Do not write filler distractors - every wrong option a student would never choose wastes an opportunity to detect a misconception.\n- Do not use true\u002Ffalse on graded summative work; a coin flip scores 50%.\n- Do not let one question test two things at once; a wrong answer becomes undiagnosable.\n- Do not ship a key without rationales; \"B\" alone forces the teacher to re-derive every answer during grading.\n\n## Quality bar\n\n- The Bloom's distribution was declared before writing and the final table matches it.\n- Every MC distractor maps to a named misconception; no joke options.\n- Every correct answer survives the \"could a well-prepared student defend a different option?\" test.\n- Stimulus material is concise and construct-relevant.\n- Total points and per-question values are stated and sum correctly.\n","# Quiz Generator\n\nA well-constructed quiz is a learning event, not just a measuring event. The costly failure this skill prevents is the all-recall quiz with throwaway distractors: it reports high scores while misconceptions calcify undetected, and the teacher learns nothing actionable from the results.\n\n## Operating procedure\n\n### Step 1: Gather inputs\n\nCollect before writing any question. Where the user cannot answer, use the default and label assumptions as guesses.\n\n1. Topic and the specific objectives or content covered (required).\n2. Grade or level (required).\n3. Purpose: formative check, unit exam, or review\u002Fperformance task (default: formative).\n4. Question count and time budget (default: 10 questions; budget roughly 1 minute per multiple-choice item, 3-5 per short answer, 10+ per constructed response).\n5. Known misconceptions in this topic (ask - these become distractors; if none supplied, derive them from typical partial understandings and label them as guesses).\n6. Format constraints: paper vs digital, calculator allowed, open notes.\n\n### Step 2: State the Bloom's distribution before writing questions\n\nBloom's six levels, lower to higher order: Remember, Understand, Apply, Analyze, Evaluate, Create. Declare the target mix first; do not drift toward all-recall by default.\n\n- Formative quiz: covers Remember through Apply - roughly 40% Remember\u002FUnderstand, 60% Apply.\n- Unit exam: must reach Analyze and Evaluate - no more than 50% of points on Remember\u002FUnderstand.\n- Performance\u002Freview task: Evaluate and Create dominate.\n\nRed line: if every question is Remember-level, the quiz measures memorization only - rebalance before proceeding.\n\n### Step 3: Match question type to level\n\n- Multiple choice: efficient for Remember and Understand; use sparingly for Apply and above.\n- Short answer: versatile across Apply, Analyze, Evaluate.\n- Constructed response \u002F scenario-based: best for Analyze and above.\n- True\u002Ffalse: low signal - diagnostic pre-checks only, never graded summative work.\n\n### Step 4: Write stems, then distractors from misconceptions\n\nLower-order stems are direct and simple: define, identify, list. Higher-order stems use scenarios, data sets, or documents as stimulus - kept concise and free of culturally specific references that create construct-irrelevant difficulty.\n\nEvery multiple-choice distractor must be the answer a student with a specific partial understanding would choose. Rules: the correct answer must be unambiguously correct (if a second option survives a defensible interpretation, rewrite the stem, not the option); no \"all of the above\" \u002F \"none of the above\" except in carefully controlled contexts; keep options parallel in length and grammar, since the longest option telegraphs the answer.\n\n### Step 5: Build the answer key with rationales\n\nFor each question: the correct answer, a one-sentence rationale for why it is correct, and - for multiple choice - the misconception each distractor represents. This is part of the deliverable, not an extra.\n\n### Step 6: Assemble and check the summary table\n\nGroup questions by cognitive level, labeled. Produce the table (question number, level, type, points) and verify the actual point distribution matches the Step 2 declaration. If it drifted, fix questions, not the declaration.\n\n## Worked contrast: distractor quality\n\nTopic: photosynthesis, Understand level.\n\n**Bad:**\n\"What do plants need for photosynthesis? A) sunlight, water, CO2  B) rocks  C) music  D) darkness\"\nB, C, D are jokes no partially-informed student would pick; the item measures test-taking, not understanding.\n\n**Good:**\n\"Where does most of the mass of a growing tree come from? A) carbon dioxide in the air (correct)  B) minerals absorbed from the soil  C) water pulled up by the roots  D) energy from sunlight converted to matter\"\nDistractor analysis: B is the classic \"plants eat soil\" misconception; C confuses the reactant present in largest volume with the mass source; D reflects the common energy-becomes-matter confusion. A student choosing B tells the teacher exactly what to re-teach.\n\n## Deliverable\n\nProduce: (1) the question set grouped and labeled by Bloom's level, with total points stated; (2) the summary table - question number, cognitive level, question type, point value; (3) the answer key with per-question rationale and per-distractor misconception notes. Offer a student-facing version (instructions, no key) and a teacher version as separate documents.\n\n## Do NOT\n\n- Do not default to all-recall; a quiz that never reaches Apply cannot distinguish understanding from memorization.\n- Do not write filler distractors - every wrong option a student would never choose wastes an opportunity to detect a misconception.\n- Do not use true\u002Ffalse on graded summative work; a coin flip scores 50%.\n- Do not let one question test two things at once; a wrong answer becomes undiagnosable.\n- Do not ship a key without rationales; \"B\" alone forces the teacher to re-derive every answer during grading.\n\n## Quality bar\n\n- The Bloom's distribution was declared before writing and the final table matches it.\n- Every MC distractor maps to a named misconception; no joke options.\n- Every correct answer survives the \"could a well-prepared student defend a different option?\" test.\n- Stimulus material is concise and construct-relevant.\n- Total points and per-question values are stated and sum correctly.\n",{"name":5,"metadata":24,"description":7},{"title":25},"Quiz Generator","main","97a13607d669157a4a16d5ba79b77f208319f7b9","skills\u002Fquiz-generator",3,"https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills","https:\u002F\u002Fskillme.dev","https:\u002F\u002Fgithub.com\u002FSkillMedev","MCP-native catalog of Claude Agent Skills. Browse, recommend, install, and auto-apply skills in chat. Open source, every skill free and clonable on GitHub.","2026-10-14 03:19:31",{"source":8,"skillName":5,"commands":36,"prompt":46,"zipAvailable":47},[37,40,43],{"tool":38,"command":39},"npx","npx skills add SkillMedev\u002Fskills --skill quiz-generator",{"tool":41,"command":42},"bunx","bunx skills add SkillMedev\u002Fskills --skill quiz-generator",{"tool":44,"command":45},"pnpm","pnpm dlx skills add SkillMedev\u002Fskills --skill quiz-generator","安装技能，技能地址：https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fquiz-generator\u002FSKILL.md",true,[],[50,58,65,72,79,86],{"skillNo":51,"name":52,"nameZh":6,"description":53,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":54,"categories":55,"keywords":56,"publishedAt":57},"01M75271B256DF3FX2VG5VRYEE","zone-2-cardio-plan","Use when someone asks to build a steady-state cardio plan, train an aerobic base or Zone 2, structure easy or endurance weekly cardio, train by heart-rate zones, or improve resting heart rate, VO2, or endurance. Builds a heart-rate-zone aerobic training block with session structure, modality choice, and progression. General fitness guidance, not medical advice. Do NOT use to design a strength or lifting program (use Strength Training Plan), high-intensity interval conditioning, HIIT, or circuits (use Conditioning & HIIT Program), or a mobility\u002Fflexibility routine (use Mobility Routine).","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fzone-2-cardio-plan\u002FSKILL.md",[],[],"2026-11-11 18:27:18",{"skillNo":59,"name":60,"nameZh":6,"description":61,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":62,"categories":63,"keywords":64,"publishedAt":57},"01M7526VP1QBBKYBE17S1WR86Y","youtube-script-writer","Writes retention-engineered long-form YouTube scripts on a hook\u002Fbody\u002Fpayoff architecture - a first-30-seconds hook that survives the retention cliff, a beat-sheet body with mini-hooks and bridges, timed pattern interrupts, and a payoff that over-delivers - with B-roll and editing cues marked inline. Use when someone says \"script my next video\", \"my retention graph dies at the start\", \"tighten this draft\", or \"outline a video on X\". Do NOT use for the 3-second opener of TikTok, Reels, or Shorts - use video-hook-writer instead; do NOT use for spoken voiceover synced to on-screen tutorial actions - use narration-script instead; do NOT use for a sales demo built on a buyer's discovery notes - use demo-script instead; do NOT use to design the thumbnail and title - use thumbnail-concept instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fyoutube-script-writer\u002FSKILL.md",[],[],{"skillNo":66,"name":67,"nameZh":6,"description":68,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":69,"categories":70,"keywords":71,"publishedAt":57},"01M7526P2T0WKMHDXS4Q58237T","win-back-campaign","Designs segmented win-back email sequences for dormant users - dormancy tiers, a three-beat sequence with a single proportional incentive, and a suppression rule - and measures success by re-activation, not opens. Use when someone says \"our users went quiet\", \"design a win-back campaign\", \"how do I re-engage lapsed customers\", \"should we email people who haven't logged in for months\", or lifecycle messaging has stopped landing with a lapsed segment. Do NOT use for recovering an unfinished checkout - use abandoned-cart-sequence instead. Do NOT use for diagnosing and fixing why active customers cancel - use churn-reduction instead. Do NOT use for building always-on onboarding or nurture flows - use email-drip-builder instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwin-back-campaign\u002FSKILL.md",[],[],{"skillNo":73,"name":74,"nameZh":6,"description":75,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":76,"categories":77,"keywords":78,"publishedAt":57},"01M7526HF2RCDJ50P93WRZRHVV","wikipedia-style","Writes neutral, verifiable, encyclopedic prose following Wikipedia's core content policies and manual of style - NPOV, inline citations, notability-backed claims, and a strict ban on promotional language. Use when someone asks \"write this like a Wikipedia article\", \"draft a Wikipedia page for this company or person\", \"make this neutral and encyclopedic\", or \"why does my article draft keep getting rejected\". Do NOT use for persuasive or opinion writing - use op-ed-writer instead; for thesis-driven academic papers, use academic-essay; for verifying claims in existing text, use fact-checker.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwikipedia-style\u002FSKILL.md",[],[],{"skillNo":80,"name":81,"nameZh":6,"description":82,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":83,"categories":84,"keywords":85,"publishedAt":57},"01M7526D43CTGRKGKNQ2GB0KVX","whitepapers","Structures and writes authoritative B2B whitepapers - a standalone executive summary, a data-sized problem statement, methodology, evidence-driven findings, recommendations, and a soft call to action - flagging every claim that needs a real citation. Use when a marketer asks \"write a whitepaper on this topic\", \"turn our research into a lead-gen asset\", \"make this credible enough for executives\", or a draft reads like a product pitch instead of analysis. Do NOT use for customer-story-driven proof - use case-study-builder instead; for policy audiences, use policy-brief.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwhitepapers\u002FSKILL.md",[],[],{"skillNo":87,"name":88,"nameZh":6,"description":89,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":90,"categories":91,"keywords":92,"publishedAt":57},"01M75268423Y3K50SY5WC2NX2G","white-space-analysis","Finds unmet market gaps by ranking jobs-to-be-done on importance versus satisfaction, overlaying them against current solutions and workarounds, and validating that each gap is real, winnable, and worth winning. Use when someone asks \"where are the gaps in this market\", \"what's underserved here\", \"where should we play next\", or is hunting for product, feature, or market-entry opportunities. Do NOT use for profiling competitors and building battle cards - use competitive-intelligence instead; for putting a dollar figure on an identified opportunity - use market-sizing instead; for extracting jobs-to-be-done from raw customer interviews - use jtbd-extractor instead.","https:\u002F\u002Fgithub.com\u002FSkillMedev\u002Fskills\u002Fblob\u002Fmain\u002Fskills\u002Fwhite-space-analysis\u002FSKILL.md",[],[]]