Quizlet: How To Teach With It

Quizlet is a study set creation tool for students and teachers that gives lots of freedom to create

Quizlet

Recent updates

This article was updated in December 2023

Quizlet is part gaming platform, part quiz, and part teaching tool. Crucially, it's built with all three in mind and, as such, offers a superb balance that makes it a valuable tool to use in education.

This will adaptively learn and change to suit the student, making it a teaching assistant that can help instruct, but also assess the areas in which students may need help.

Quizlet offers visual materials, fill-in-the-blank-style games, and more. Importantly, the company points out that 90 percent of students who use it end up getting higher grades -- so it appears to work.

While this used to offer a lot of free materials, the pay structure has tightened up. But with the use of AI tools it also offers more resources than ever before.

Read on to find out everything you need to know about Quizlet for teachers.

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What is Quizlet?

At its most basic, Quizlet is a digital pop-quiz database. It features more than 300 million study sets, each one being like a deck of flash cards. It's also interactive, with the ability to create your own study set, or clone and edit those of others.

Verified Creators, as they're called, also create and share study sets. These come from curriculum publishers and educational institutions so you know they will be of a high caliber.

Quizlet is sectionalized by subject so it can easily be navigated to find a specific study target. Lots of these use flashcard-style layouts that offer a prompt or question that the student can select to flip over to get the answer.

But there are various options that let you learn more from the same data in different ways. So you could select "learn" instead of "flashcards," and then the question would be given only with multiple choice answers, for a more active learning approach. 

What's new in Quizlet?

Quizlet is often updating what it has to offer and it now has a new design overhaul with the idea of making everything more engaging for students and teachers alike.

Some previously free-to-access sections are no longer there since both the Learn and the Test Modes requires you to have a Quizlet Plus account to get access.

The use of AI-powered tools has resulted in a huge amount of new materials available in recent months, and the company says that's only going to continue to grow.

How does Quizlet work?

Quizlet is broken down into several styles, including:

Flashcards are pretty self explanatory, like real ones, with a question on one side and the answer on the other.

Learn puts questions and answers into multiple choice-style quizzes that can be completed to get an overall result. This applies to images, too.

Spell will speak aloud a word and the student is then required to type out the spelling of it.

Test is an auto-generated mix of questions with written, multiple choice, and true-or-false answer options. 

Match has you pairing up correct words or a mix of words and images.

Gravity is a game that has asteroids with words coming at a planet you need to protect by typing out the words before they hit.

Live is a game mode that allows for multiple students to work collaboratively.

What are the best Quizlet features?

Quizlet has all those excellent modes that allow for a variety of ways to get information across for learning across a broad range of subjects. 

The smart adaptive nature of Quizlet is a really powerful feature. The Learn mode uses data from millions of anonymous sessions and then generates adaptive study plans designed to improve learning. 

Quizlet offers a lot of support for English language learners and students with learning differences. Select a word or definition, and it will be read aloud. Or, in the case of teacher accounts, attach your own audio recording. It's also possible to add visual learning aids to cards with specific images or custom diagrams. 

Quizlet has a plethora of media that can be used, including a huge pool of licensed Flickr photography. Music can also be added, allowing for very targeted learning. Or teachers may find something ideal that has already been created and is available in the selection of shared online quizzes.

Quizlet Live is superb as students are given codes and once they sign in they're randomly grouped for a game to start. For each question, a selection of possible answers appear on teammates' screens, but only one of them has the right answer. Students must work together to determine which is the correct one. At the end, a snapshot is provided for teachers to see how well the students have understood the material.

How much does Quizlet cost?

Quizlet is free to sign-up to and start using. 

For teachers, it's charged at $34 per year to get extra features, such as the ability to upload your own images and to record you own voice – both powerful options if you want the freedom to create your own study sets from scratch. 

Teachers can also track learner activity with formative assessments and homework as well. Teachers can also adapt Quizlet Live, organize classes, use the app, and have no ads.

Quizlet best tips and tricks

Play a game Use a game such as Gravity to help students learn the nature of this digital tool while learning and gaming at the same time.

Star terms Have students star terms so they can revisit them later, or star them yourself to draw attention to areas that need covering.

Use test mode Have students use test mode first so you can assess where they are on the subject before deciding what extra help may be necessary.

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Luke Edwards is a freelance writer and editor with more than two decades of experience covering tech, science, and health. He writes for many publications covering health tech, software and apps, digital teaching tools, VPNs, TV, audio, smart home, antivirus, broadband, smartphones, cars and much more.

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

  • Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
  • Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

  • What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

  • define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
  • describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
  • explain —give reasons why or examples of how something happened
  • illustrate —give descriptive examples of the subject and show how each is connected with the subject
  • summarize —briefly list the important ideas you learned about the subject
  • trace —outline how something has changed or developed from an earlier time to its current form
  • research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

  • compare —show how two or more things are similar (and, sometimes, different)
  • contrast —show how two or more things are dissimilar
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
  • cause —show how one event or series of events made something else happen
  • relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

  • assess —summarize your opinion of the subject and measure it against something
  • prove, justify —give reasons or examples to demonstrate how or why something is the truth
  • evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
  • support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
  • synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
  • analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
  • argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

  • What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
  • In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
  • What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
  • How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

  • Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
  • The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

  • spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
  • use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
  • use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
  • get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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  • Create assignments

Create a quiz assignment

This article is for teachers with a Google Workspace for Education account. If you don't know your Google Workspace account, ask your administrator.

You can create a quiz assignment in Classroom where students complete and submit a Google Forms quiz. You can assign the quiz assignment to one or more classes or to individual students, schedule it to post later, add a due date and time, and add attachments.

Google Forms can automatically grade the quiz and you can import the grades into Classroom. Students can see their grades immediately or after you review their answers. You can also lock a quiz on Chromebooks managed by your school.

Open all   |   Close all

Create and edit quiz assignments

Step 1: create the assignment .

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

and then

  • Enter the title and any instructions.

assignment 21 test quizlet

Step 2: Set up your quiz in Google Forms

When you create a quiz assignment, Classroom creates a blank quiz using Google Forms and attaches the form to the assignment.

In the assignment, click the Forms quiz attachment and set up your quiz. You can let students see their grade immediately after they submit their answers. If you change the name of the quiz in Google Drive, the name is updated in Classroom.

For details, go to Create & grade quizzes with Google Forms .

If students are using Chromebooks managed by your school, you can lock the Chromebook while they take a quiz. When the Chromebook is locked, students can’t open other browser tabs. You’ll get an email if a student exits the Forms quiz and then reopens it. Unmanaged devices can’t access the Forms quiz.

Accessibility features

Students can use the following accessibility features when a Chromebook is locked:

  • ChromeVox (text-to-speech)
  • High-contrast mode
  • Full-screen and docked magnifier

If you can't find an accessibility feature, use its shortcut.

Use Chrome extensions for accessibility and productivity

Check out these recommended Chrome extensions from our partners:

  • Snap&Read  
  • Read&Write for Google Chrome

For more details, go to Turn on Chromebook accessibility features .

  • In Forms , open a quiz.

assignment 21 test quizlet

  • Under Confirmation message , enter your text and click Save .

assignment 21 test quizlet

  • If you want to change the default value for all questions in the quiz, check the Default quiz point value box, enter a value, and click Save .
  • On the question, click Answer key .
  • Enter the value and click Done .

assignment 21 test quizlet

Related topics

  • What are shared drives?
  • Manage files in your Google Drive storage

Import quiz grades from Forms to Classroom

To import grades:

  • The quiz must be the only attachment on the assignment.
  • Students are limited to one response and must be in the same domain as the teacher.
  • The form must collect student email addresses.

If you change any of these settings or edit the assignment after you save or post it, you might not be able to import grades.

Tip : If you attach a form as a link in Classroom, you can't import student grades. 

When you import grades, all grades are imported. You can’t select some grades to import. When you import the grades, the import overrides any current grades for the assignment. Therefore, if the Forms quiz is only one part of an assignment, import the quiz grades first.

Note: If you don’t see Import grades , your form wasn’t set up as a quiz or you didn’t turn on Grade importing when you created the assignment.

  • Click Import .

Classroom enters grades for each student. If you didn’t assign points, the assignment is labeled ungraded.

See student answers and return grades

To see student answers:

  • On the quiz assignment, click the quiz attachment.

assignment 21 test quizlet

To return grades to students:

  • Click the quiz assignment.
  • On the left, select the students you want to return grades to.
  • Create an assignment
  • Create & grade quizzes with Google Forms
  • Reuse an assignment (quiz)
  • Grade and return an assignment
  • Forms cheat sheet

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    What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...

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