> For the complete documentation index, see [llms.txt](https://docs.lamsfoundation.org/lams/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://docs.lamsfoundation.org/lams/question-bank/true-false.md). # True / False ## Create a True/False question Use a True/False question when you want students to decide whether one clear statement is correct. This format is useful for quick knowledge checks, identifying misconceptions and low-stakes practice. Because students choose between only two responses, they have a 50% chance of guessing correctly. Do not rely heavily on True/False questions for high-stakes decisions or complex learning outcomes. ### Create the question 1. Enter a short, distinctive **Question's title**. Use the title to identify and manage the item in the Question Bank. Do not put information here that students need in order to answer the question. 2. Enter the statement in **Question's description**. Write one proposition that is entirely true or entirely false. Include enough context for students to judge it without relying on unstated assumptions. 3. Set the **Correct answer**. * Turn on **True = correct** when the statement is true. * Leave the switch off when **False is correct**. 4. Add feedback if it will help students learn from the question. 5. Review the advanced settings, tag the relevant learning outcome or outcomes, and select **Save**. ### Write an effective statement * Test one idea at a time. * Use clear, direct language. * Avoid combining two claims with words such as **and** or **but**. One part may be true while the other is false. * Avoid double negatives and unnecessarily negative wording. * Use absolute words such as **always**, **never**, **all** and **none** only when they are genuinely accurate and part of the knowledge being assessed. * Avoid trivial details and statements copied directly from course materials. * Do not reveal the answer through unusual length, wording or grammatical clues. * Check that the statement will remain valid in the context and timeframe in which students see it. If a statement is true only under particular conditions, include those conditions. If reasonable experts could disagree, revise the statement or use a question type that allows explanation. ### Add feedback for students The feedback panel contains three optional fields. | Field | What to enter | | ------------------------------------- | ------------------------------------------------------------------------------------- | | **General feedback** | An explanation or resource that is useful regardless of the selected response. | | **Feedback for the response 'True'** | Feedback shown whenever a student selects **True**, whether or not True is correct. | | **Feedback for the response 'False'** | Feedback shown whenever a student selects **False**, whether or not False is correct. | Use the response-specific fields to explain why the selected response is or is not defensible. Do not write them as though selecting **True** is necessarily correct or selecting **False** is necessarily incorrect. For a false statement, explain which part is false and provide a corrected version. Feedback is most useful when students receive it in time to act on it; the receiving LAMS activity controls when feedback appears. ### Configure the advanced settings #### Default question grade Enter the overall mark or weight for the question. The interface accepts an integer, for example `1`, `5` or `10`. Keep the weighting modest because one binary response provides limited evidence. A correct answer does not show whether the student knew the answer or guessed. #### Penalty factor Enter the penalty that should apply when the receiving activity allows another attempt. The field accepts a decimal value, for example `0.25`. Use a penalty only when it serves a clear assessment purpose. Its effect depends on how the receiving LAMS activity handles attempts, so test it before use and explain it to students in advance. #### Learning outcomes Search by outcome name or code, then select the learning outcome or outcomes for which the question provides meaningful evidence. Tag the level actually assessed. A True/False response may show recognition of a fact or principle, but it does not normally demonstrate explanation, evaluation or practical performance. ### Use True/False questions appropriately Use several well-designed questions to sample a topic rather than drawing a conclusion from one response. For important outcomes, combine True/False questions with MCQs, short answers, worked problems or performance evidence. True/False questions are particularly useful as low-stakes prompts when feedback follows immediately. You can also ask students to explain or correct a false statement in a subsequent activity if reasoning matters. ### Final check Before you save or deploy the question, confirm that: * the statement contains one unambiguous claim; * it is entirely true or entirely false; * the correct-answer switch is set correctly; * wording does not reveal the answer; * response-specific feedback matches the response selected; * the weighting reflects the limited evidence supplied; * the question is tagged to an outcome it genuinely assesses; and * you have previewed it in the LAMS activity where students will answer it. --- # Agent Instructions This documentation is published with GitBook. GitBook is the documentation platform designed so that both humans and AI agents can read, navigate, and reason over technical content effectively. Learn more at gitbook.com. ## Querying This Documentation If you need additional information that is not directly available in this page, you can query the documentation dynamically by asking a question. Perform an HTTP GET request on the current page URL with the `ask` query parameter, and the optional `goal` query parameter: ``` GET https://docs.lamsfoundation.org/lams/question-bank/true-false.md?ask=&goal= ``` `ask` is the immediate question: it should be specific, self-contained, and written in natural language. `goal` is optional and describes the broader end goal you are ultimately trying to accomplish on behalf of the user. GitBook uses it to tailor the answer towards what is most useful for that goal. The response will contain a direct answer to the question and relevant excerpts and sources from the documentation. Use this mechanism when the answer is not explicitly present in the current page, you need clarification or additional context, or you want to retrieve related documentation sections.