The first step in designing the quiz is to define what you want to know about your students. You just need to keep a few points in mind as you piece it together. This helps ensure the data you collect is relevant and usable in your lesson planning.Ĭreating a personality quiz isn’t difficult. To reliably glean those insights, however, it may be in your best interest to design your own personality quiz. If students know you’re assessing them, they might try to give what they think is a “correct” answer rather than an honest one.Ĭaveats aside, personality quizzes can provide insights that your own classroom observations may not reveal. Psychosocial rehabilitation specialist Kendra Cherry warns that self-reported personality quizzes can offer skewed results. Oxford University professor Merve Emre, Ph.D., author of The Personality Brokers, suggests they are all imperfect tools that should be taken with at least a grain of salt. But before you choose one of them for your students, be warned that the jury is still out on how reliable these tests are. There are multitudes of predesigned personality tests out there, and each takes a different approach to analyzing people. Why you should create a personality quiz from scratch They are, however, a great starting point for understanding what a student is interested in and how that student likes to learn. ![]() They cannot tell you everything you need to know about someone’s personality. ![]() A word of caution, however, from Amy Leask at Enable Education: Personality quizzes are not comprehensive assessments. One of the best ways to do this is to administer personality quizzes at the beginning of the school year. But how do you measure students’ personalities and gather that data? Student personalities, then, should factor into the design of a class curriculum. And willingness to expend effort is a personality trait - i.e., something that can be measured. In fact, how much effort a student is willing to put forward is every bit as reliable at predicting academic performance, says Arthur Poropat, Ph.D., psychology lecturer in the School of Applied Psychology at Griffith University in Australia. Every teacher knows that a student’s intelligence isn’t a terribly accurate predictor of academic performance.
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