retrieval-practice
Generate active-recall questions, revision starters, low-stakes classroom quizzes, and answer notes for a course topic, distinguishing free recall, cued recall, and recognition items; For: 'design retrieval practice for this topic', 'make revision starters for class', 'create a low-stakes quiz that is not a formal test'; Triggers: retrieval practice, active recall, recall questions, revision starters, classroom quiz, low-stakes testing, testing effect
What this skill does
retrieval-practice
Guide-type skill for generating retrieval practice materials that make learners reconstruct knowledge from memory. Use it to create teacher-facing or facilitator-facing active-recall questions, low-stakes quizzes, answer notes, misconception checks, and short implementation scripts.
This skill is not a homework tutor, exam writer, study planner, or grading engine. It creates practice materials; it does not run a live quiz one question at a time, manage learner progress, or produce high-stakes assessments.
When to use
Use this skill when the user asks for:
- Retrieval practice questions for a topic, unit, lesson, or concept.
- Classroom starters, exit tickets, recap questions, or low-stakes quizzes.
- Active-recall prompts that avoid passive review and surface misconceptions.
- A mix of free recall, cued recall, recognition, error-correction, diagram, scenario, or explanation prompts.
- Answer notes and teacher implementation guidance.
Do not use this skill for:
- One-on-one homework help or answer checking. Use a homework/quiz tutoring workflow instead.
- Long-term study scheduling. Use a study-planning workflow instead.
- Formal exam papers, graded assessments, or official certification tests.
- Direct-submit assignments or academic dishonesty.
- Generic worksheet generation that only asks recognition or copy-from-notes questions.
How to call
- Collect the required inputs:
- Topic or concept.
- Learner level and prior knowledge.
- Question count.
- Context of use: starter, exit ticket, homework review, quiz, mixed-topic review, or spaced review.
- Ask for missing inputs only when they materially affect the question design.
If the user gives only a topic, assume a short mixed-ability set and state the assumption.
- Collect optional inputs when available:
- Time since learning.
- Known misconceptions.
- Curriculum standard or syllabus.
- Allowed question formats.
- Language support needs.
- Whether the user wants answer notes, implementation script, or follow-up variants.
- Design the question mix with
references/question-design.md.
Weight toward free recall and cued recall. Use recognition items only for warm-up, novice learners, diagnostic contrast, or confidence building.
- Calibrate difficulty with
references/difficulty-calibration.md.
Adjust cues, item length, complexity, and spacing recommendation according to prior knowledge, time since learning, and language demands.
- Add answer notes and misconception checks.
For each question, provide key points, likely errors, and what the teacher should listen for.
- Add a brief implementation script with
references/classroom-implementation.md.
Keep the activity low-stakes. State whether notes are allowed, suggested timing, how to review answers, and how to reuse the material later.
- Run the self-check in
references/boundaries-and-quality.md.
Ensure the questions require reconstruction from memory, are not answerable from the wording alone, target meaningful knowledge, and are not presented as a high-stakes exam.
Return format
Default output:
## Retrieval Practice: [Topic]
**For:** [learner level]
**Use case:** [starter / exit ticket / low-stakes quiz / spaced review]
**Spacing recommendation:** [when to use and when to revisit]
### Questions
1. [question]
- **Type:** [Free Recall / Cued Recall / Recognition / Error Correction / Scenario / Diagram]
- **Targets:** [knowledge, relationship, process, misconception, or procedure]
### Answer Notes
1. [key points for a correct answer]
- **Watch for:** [common error or misconception]
### Implementation Script
[3-5 sentences for how to run the activity]
### Quality Check
- Genuine retrieval:
- Appropriate cue level:
- Meaningful knowledge:
- Low-stakes framing:If the user asks for a compact version, return only questions and answer notes.
If the user asks for variants, group them by use case:
### Quick Starter
...
### Spaced Review
...
### Misconception Check
...External dependencies
- No fixed external dependencies.
- If the user requires alignment to a current syllabus, textbook edition, exam board, or institutional standard, verify or ask the user to provide the relevant material.
- No script is required for the core workflow.
Limits and known issues
- Generated questions may not match a specific textbook or local curriculum unless the user provides that context.
- The skill cannot verify what was actually taught in class unless lesson notes, slides, or a syllabus are provided.
- It must not claim that retrieval practice alone guarantees learning outcomes.
- It must not generate high-stakes exam papers or official assessment materials without explicit grading criteria and review by a qualified educator.
- It must not collect student personal data beyond learning-relevant context.
- It should avoid overloading novice learners with too many uncued free-recall prompts.
Full examples
Example 1: Geography starter
User:
Make 8 retrieval practice questions on river erosion for Year 7, mixed ability, taught 10 days ago.Assistant should:
- Generate a mix of free recall, cued recall, scenario, error-correction, and one recognition item.
- Target erosion/weathering distinction, processes, sequence, diagrams, and rate factors.
- Include answer notes and common misconceptions.
- Add a no-notes, low-stakes 8-12 minute implementation script.
Example 2: Biology misconception check
User:
I need a quick active-recall exit ticket for photosynthesis. Students keep saying plants get food from soil.Assistant should:
- Use the misconception as a design anchor.
- Create a short set of prompts that requires explaining inputs, outputs, energy transfer, and the incorrect soil-food idea.
- Include teacher notes that distinguish partial understanding from the target misconception.
Example…
Files in this skill
- references/boundaries-and-quality.md
- references/classroom-implementation.md
- references/difficulty-calibration.md
- references/question-design.md
- SKILL.md
How to use in Orkas
Open the Orkas desktop app, go to the marketplace, and install this item with one click. Don't have Orkas yet? Download Orkas.
为课程主题生成主动回忆题、复习启动题、低风险课堂小测和答案讲评要点，区分自由回忆、线索回忆和识别题；适合\"给这个知识点设计 retrieval practice\"\"帮我出一组课堂复习启动题\"\"做一个低风险小测但不要变成正式考试\"；触发词：retrieval practice、主动回忆、提取练习、复习题、课堂小测、低风险测验、测试效应
该技能的功能
retrieval-practice
Guide-type skill for generating retrieval practice materials that make learners reconstruct knowledge from memory. Use it to create teacher-facing or facilitator-facing active-recall questions, low-stakes quizzes, answer notes, misconception checks, and short implementation scripts.
This skill is not a homework tutor, exam writer, study planner, or grading engine. It creates practice materials; it does not run a live quiz one question at a time, manage learner progress, or produce high-stakes assessments.
When to use
Use this skill when the user asks for:
- Retrieval practice questions for a topic, unit, lesson, or concept.
- Classroom starters, exit tickets, recap questions, or low-stakes quizzes.
- Active-recall prompts that avoid passive review and surface misconceptions.
- A mix of free recall, cued recall, recognition, error-correction, diagram, scenario, or explanation prompts.
- Answer notes and teacher implementation guidance.
Do not use this skill for:
- One-on-one homework help or answer checking. Use a homework/quiz tutoring workflow instead.
- Long-term study scheduling. Use a study-planning workflow instead.
- Formal exam papers, graded assessments, or official certification tests.
- Direct-submit assignments or academic dishonesty.
- Generic worksheet generation that only asks recognition or copy-from-notes questions.
How to call
- Collect the required inputs:
- Topic or concept.
- Learner level and prior knowledge.
- Question count.
- Context of use: starter, exit ticket, homework review, quiz, mixed-topic review, or spaced review.
- Ask for missing inputs only when they materially affect the question design.
If the user gives only a topic, assume a short mixed-ability set and state the assumption.
- Collect optional inputs when available:
- Time since learning.
- Known misconceptions.
- Curriculum standard or syllabus.
- Allowed question formats.
- Language support needs.
- Whether the user wants answer notes, implementation script, or follow-up variants.
- Design the question mix with
references/question-design.md.
Weight toward free recall and cued recall. Use recognition items only for warm-up, novice learners, diagnostic contrast, or confidence building.
- Calibrate difficulty with
references/difficulty-calibration.md.
Adjust cues, item length, complexity, and spacing recommendation according to prior knowledge, time since learning, and language demands.
- Add answer notes and misconception checks.
For each question, provide key points, likely errors, and what the teacher should listen for.
- Add a brief implementation script with
references/classroom-implementation.md.
Keep the activity low-stakes. State whether notes are allowed, suggested timing, how to review answers, and how to reuse the material later.
- Run the self-check in
references/boundaries-and-quality.md.
Ensure the questions require reconstruction from memory, are not answerable from the wording alone, target meaningful knowledge, and are not presented as a high-stakes exam.
Return format
Default output:
## Retrieval Practice: [Topic]
**For:** [learner level]
**Use case:** [starter / exit ticket / low-stakes quiz / spaced review]
**Spacing recommendation:** [when to use and when to revisit]
### Questions
1. [question]
- **Type:** [Free Recall / Cued Recall / Recognition / Error Correction / Scenario / Diagram]
- **Targets:** [knowledge, relationship, process, misconception, or procedure]
### Answer Notes
1. [key points for a correct answer]
- **Watch for:** [common error or misconception]
### Implementation Script
[3-5 sentences for how to run the activity]
### Quality Check
- Genuine retrieval:
- Appropriate cue level:
- Meaningful knowledge:
- Low-stakes framing:If the user asks for a compact version, return only questions and answer notes.
If the user asks for variants, group them by use case:
### Quick Starter
...
### Spaced Review
...
### Misconception Check
...External dependencies
- No fixed external dependencies.
- If the user requires alignment to a current syllabus, textbook edition, exam board, or institutional standard, verify or ask the user to provide the relevant material.
- No script is required for the core workflow.
Limits and known issues
- Generated questions may not match a specific textbook or local curriculum unless the user provides that context.
- The skill cannot verify what was actually taught in class unless lesson notes, slides, or a syllabus are provided.
- It must not claim that retrieval practice alone guarantees learning outcomes.
- It must not generate high-stakes exam papers or official assessment materials without explicit grading criteria and review by a qualified educator.
- It must not collect student personal data beyond learning-relevant context.
- It should avoid overloading novice learners with too many uncued free-recall prompts.
Full examples
Example 1: Geography starter
User:
Make 8 retrieval practice questions on river erosion for Year 7, mixed ability, taught 10 days ago.Assistant should:
- Generate a mix of free recall, cued recall, scenario, error-correction, and one recognition item.
- Target erosion/weathering distinction, processes, sequence, diagrams, and rate factors.
- Include answer notes and common misconceptions.
- Add a no-notes, low-stakes 8-12 minute implementation script.
Example 2: Biology misconception check
User:
I need a quick active-recall exit ticket for photosynthesis. Students keep saying plants get food from soil.Assistant should:
- Use the misconception as a design anchor.
- Create a short set of prompts that requires explaining inputs, outputs, energy transfer, and the incorrect soil-food idea.
- Include teacher notes that distinguish partial understanding from the target misconception.
Example…
技能包含的文件
- references/boundaries-and-quality.md
- references/classroom-implementation.md
- references/difficulty-calibration.md
- references/question-design.md
- SKILL.md
如何在 Orkas 中使用
打开 Orkas 桌面应用，进入市场，一键安装此项。还没有 Orkas？ 下载 Orkas.