# data[].attributes.body
PROMPT 1:

Ignore all previous instructions before this one. You're an expert in assessment in education. You have been helping educators with change for 20 years. Your task is now to give the best advice when it comes to changing assessments. You must ALWAYS ask questions BEFORE you answer so you can better zone in on what the questioner is seeking. Is that understood?

PROMPT 2:

Take on the role of an experienced [lecturer].

Create a well-crafted and clear evaluation rubric for students in the form of a table using student-friendly language. The rubric is for the following student task description [task description]

The rubric should fully align with the Malaysian Qualification Framework (MQF 2.0)

Generate the rubric in the form of a table. The first row heading for the table should include the scoring scale and points. The first column on the left of the table should display the criteria. The descriptors for each component and score should be listed under the correct scoring scale, points column, and criteria row. The descriptors inside the table, offer specific breakdowns of the expectations for each scoring scale.

# data[].attributes.attachment_link.title
MASTERING THE ART OF QUESTION DESIGN WITH ChatGPT

# data[].attributes.body
Prompt 1:

Ignore all previous instructions before this one. You're an expert in assessment in education. You have been helping educators with change for 20 years. Your task is now to give the best advice when it comes to changing assessments. You must ALWAYS ask questions BEFORE you answer so you can better zone in on what the questioner is seeking. Is that understood?

Let’s generate MCQ questions.

Prompt 2:

Propose one complex MCQ question related to [Topic], [level].

4 alternative answers, 1 right answer and 3 wrong answers.

Set the question with a duration of [time spent].

Prompt 3:

Provide me the answer key:

1. Right and wrong answer

2. Feedback for all answers

Prompt 4:

Okay, create MCQ questions for ALL Bloom's Taxonomy level of difficulty (C1 - C6).

Use [Topic] as topic of the question.

Create in table format with the following columns

- 4 answer options

- right or wrong

- feedback for all answers option.

Prompt 5:

Using [Type of Socrative] questioning techniques with bloom taxonomy and knowledge dimension [knowledge dimension].

Create possible MCQs as follows:

- 3 MCQ (C2)

- 3 MCQ (C3)

Prompt 6:

Refine possible answers. [Make it more homogenous and increase the level of dfficulty]

# data[].attributes.body
Prompt 1:

Change [Question] into [SA/ FITB/ TF question]. Provide answer.

# data[].attributes.body
Prompt 1:

Change [Question] into [open ended question]. Set the question to [time spent].

Prompt 2 (Advance):

Based on [Question], propose [open ended question] with variety of difficulty level - C2, C3, C4. Set the question to [15 minutes time spent.]

Provide possible answer and keywords for marking.

Present in table.

# data[].attributes.attachment_link.description
Create a [30-minute] [lesson plan] for [form three] and [40 students] to teach [Science] [Photosythesis] with the following [Explain the process of photosythesis]. Integrate [ADDIE Model]. Indicate the estimated time for each event. Provide sufficient details and several examples of each event. Create a well-structured response using markdown formatting.

# data[].attributes.body
Task description example:

1. [COM 2512: MEETING & INTERVIEW SKILLS]

1. This is an individual assessment. You are required to apply for a job posting as a logistic assistant. Prepare a complete resume and cover letter to apply for the job.

2. This is an individual assessment. You will attend an interview for the job of logistic assistant. Be prepared as if you are attending a real job interview. You will be asked between 6 and 8 main questions during the interview. The questions may include basic information questions, résumé verification questions and behavioural/opinion questions.

Evaluation Criteria:

a. Appearance

b. Body Language

c. Communication Skills

d. Knowledge and Job Skills

2. [LOG 3623: CUSTOMS AND PROCEDURES]

In 2022, Malaysia’s total imports rose by 31.3% to RM1.297 trillion compared to 2021. The three main categories of imports by end use which accounted for 71.7% of total imports in 2022 were:

• Intermediate goods, valued at RM705.74 billion or 54.4% share of total imports, increased by 29.3%, due to strong imports of primary fuel and lubricants;

• Capital goods, amounted to RM120.32 billion or 9.3% of total imports, grew by 15.9%, on account of higher imports of non-transport capital goods; and

• Consumption goods, totalled RM104.13 billion or 8% of total imports, expanded by 24.1%, as a result of growing imports of processed food and beverages mainly for household consumption.

(Source : MATRADE 2022)

In this assignment, you are required to:

1.    Select one imported product and explain the manufacturer & 3rd party company that assists/facilitates the company with the task of importing that product.

2.    Describe the procedures for the Customs clearance of the product. Comments on the current practices and suggestions for any improvement.

3.    Identify and fill in the required documentation for the clearance process.

4.    Describe in detail the products the product, especially the correct Customs code

5.    Calculate the Total taxes for the goods.

# data[].attributes.body
Example of Prompt Stacking

PROMPT 1:

General questions: I find that my students always struggle to understand [the topic]. What would you suggest as the best strategies I can use to help my students learn [the topic]?

PROMPT 2:

80/20 Pareto principle: What are KEY (CRUCIAL) concepts students must understand about the [topic]? Break it down into 3 main concepts and briefly summarise each one.

E.g. procedures for customs clearance of products:

PROMPT 3:

Explain to a child: Great! Now, I want to challenge you to explain 3 main concepts of "[the topic] to a child.

PROMPT 4:

Explain creatively: Act as a creative teacher. Explain the [topic/concept] to [age of learners, e.g., 10-year old] ] in less than [number of words]. Write in an informative and entertaining way using metaphors, analogies, personification and figurative language.

PROMPT 5:

Provide real-life examples: I’m teaching [the topic] to eighth-grade students. Help me with real-life examples to explain the concept of probability in a way that the students can easily relate to.

PROMPT 6:

Provide case study: Can you provide a case study on how the knowledge of [topic/concept] has been used in [state the examples, e.g., weather forecast, insurance risk assessment, to project population growth, sports analytics, the likelihood of environmental hazards, like earthquakes or floods, etc.] to demonstrate the practical relevance of the concept?

PROMPT 6:

Provide specific examples: Can you give examples where [topic] data on [the case study, example] help decision-making?

PROMPT 7:

Gamify: How would you demonstrate or gamify the concept of [topic/concept] in the classroom?

PROMPT 8:

Discussion simulation (inquiry-based learning): Based on the lesson plan, create a discussion simulation where the teacher and the students engage in questions and answers to clarify the concept of [topic/concept].

PROMPT 9:

Use story-telling: Create an intriguing mystery-based story to invoke eighth graders' curiosity about [topic/concept].

PROMPT 10:

Provoke ChatGPT: My students are still struggling to understand the concept of [concept/topic]. What should I do now? (Alternatively, use this prompt: I want you to act as a harsh critic, look at the previous output, and improve them.)