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Qentak — The Education Operating System

Assessment & Records

Question Banks

Build an assessment library with a memory.

Organize reusable assessment questions by topic, learning objective, difficulty and review status.

Try the workflow
Lecturer in rust linen discussing written feedback with university learners in a brick seminar room
THE PEOPLEPurposeful tagging

Classify questions by topic, learning outcome, format, and intended difficulty.

01 / 03

START WITH THE ACTUAL WORK

Why connect question banks?

Reusing a question is useful only when teachers know its objective, difficulty, review status, and suitability for the next assessment.

WHAT THIS CAPABILITY BRINGS TOGETHER

Question Banks: records, decisions, and handovers.

01

Purposeful tagging

Classify questions by topic, learning outcome, format, and intended difficulty.

02

Editorial review

Distinguish drafts from reviewed questions ready for assessment use.

03

Reusable versions

Retain the wording and marking guidance used in a particular assessment.

FOLLOW THE WORK FROM START TO FINISH

Explore the question banks workflow.

This interactive illustration explains the operating model. It contains no live institutional records.

Assessment review workspaceIllustrative preview
REVIEW BEFORE RELEASEEvidence → judgment → outcome
Purposeful taggingQuestion types and subject taxonomyEvidence and approval remain distinct
Editorial reviewReview responsibilities and publication rulesEvidence and approval remain distinct
Reusable versionsUsage restrictions and version identifiersEvidence and approval remain distinct
STEP 1 OF 4

Draft a question

Draft the question, expected response, and marking guidance.

A WORKED EXAMPLE · ILLUSTRATIVE SCENARIO

Reusing a question without reusing a mistake

A subject team discovers that an item is ambiguous after it has been used. Removing it silently would make earlier assessment decisions harder to explain.

The decision and its context

Record the item’s learning outcome, difficulty context and review status. Retire or revise it for future use while preserving the version attached to an earlier paper.

What a complete outcome looks like

The assessment author should know whether an item is approved, restricted or retired. Historical assessments should retain their original question context.

FOLLOW THE HANDOVERAssessments & TestsSelected items become part of an assessment with its own purpose, criteria and evidence.

A CAPABILITY, NOT AN ISLAND

Connect question banks with the next workflow.

The same institutional context should support the next responsible team’s action. Explore the connected capabilities.

YOUR INSTITUTION’S RULES

Set the rules for question banks.

  • Question types and subject taxonomy
  • Review responsibilities and publication rules
  • Usage restrictions and version identifiers
Explore configuration and flexibility

WHEN THE DAY DOESN’T FOLLOW THE DEFAULT

A published question contains an error

Retire or revise it for future use while preserving the version already used in a learner assessment.

A clear exception keeps the reason, owner, and next decision visible.
Ceramics educator in a green apron reviewing a clay sculpture with an adult learnerQuestion BanksPurposeful tagging → Reusable versions

SEE HOW THE WORK CONNECTS

Question Banks

Teachers · Examinations teams. Classify questions by topic, learning outcome, format, and intended difficulty.

  1. 01

    Purposeful tagging

    Classify questions by topic, learning outcome, format, and intended difficulty.

  2. 02

    Editorial review

    Distinguish drafts from reviewed questions ready for assessment use.

  3. 03

    Reusable versions

    Retain the wording and marking guidance used in a particular assessment.

Illustrative workflow · Shape the details around your institution.

AUTOMATION WITH A PURPOSE

When a question is submitted for review.

Use an agreed trigger and response while keeping the responsible person in the decision.

WHEN

A question is submitted for review

THEN

Place it in the relevant subject reviewer’s queue with its outcome and marking guidance.

How connected workflows work

APPROPRIATE CONTROL

Who can act on question banks?

Restrict access to secure assessment content and record who can approve a question for use.

Explore security and institutional control

KNOW WHETHER THE CHANGE IS HELPING

A usable question collection

Review approved coverage by outcome and identify areas relying on outdated or unreviewed questions.

Agree the baseline, reporting period, and owner before comparing results.Connect evidence to decisions

SEE IT IN YOUR CONTEXT

Different institutions. Specific responsibilities.

A practical introduction

Bring a representative workflow, one recurring exception, and the people who own the handoffs.

Plan your implementation

BEFORE THE CONVERSATION

Useful questions about question banks.

What happens when a question is edited after use?

A revised question should become a new version; the assessment retains the version learners actually received.

What should be agreed before a reporting cycle?

Confirm the grading conventions, academic roles, review stages, correction process, and release dates. Exercise an incomplete result and an authorized correction before using the live cycle.

PUT YOUR PROCESS IN THE PICTURE

Explore question banks in your institution.

Start with your current workflow, the decisions that take time, and the handoffs you want to improve.

This public page presents Qentak’s capability model and an illustrative workflow. Available modules, integrations, operating rules, and rollout scope are established in your implementation plan.

Explore all 69 capabilities