# How to share a quiz with other teachers as a kit they can copy

**How do I share a quiz I wrote with other teachers so they can copy it?** To share a quiz with other teachers, first check that every question is yours to give away, that no student can be identified in it and that it is no longer in use as a test, because the answer key travels with each copy. Then publish it as a kit and send the link, and every colleague opens their own copy to edit.

Published 2026-10-10 by EdProcto. https://edprocto.com/guides/how-to-share-a-quiz-as-a-kit-others-can-copy

A quiz that worked with your class is worth more than one sitting. To share a quiz with other teachers is to hand over the hour it took to write, and a second reader often finds the ambiguous question you could no longer see.

EdProcto, which publishes this guide, has a button for it. "Share as a kit" in the builder turns a quiz into a link, and anyone who opens the link can take a copy into their own account, questions and answers included. The ready-made [kits](https://edprocto.com/kits) on the site are EdProcto's own; this is how one of yours reaches a colleague.

The answers go too, so most of this guide is about what to check first. We read the research as abstracts, and none of it tested a classroom quiz passed on by link.

## Why do teachers share quizzes and other assessments?

Teachers share assessments to save writing time, to set parallel classes the same questions, and because working on common material is one of the ways teachers improve.

The third reason has the evidence. Ronfeldt et al. (2015) studied over 9,000 teachers in 336 schools of one large United States district across two years. Teachers and schools reporting better collaboration in their instructional teams had better achievement gains in maths and reading, and teachers improved faster where collaboration was better. The study is observational: it shows the two going together, not one causing the other.

An experiment points the same way. Jackson and Makarin (2018) randomly gave middle school maths teachers access to existing high-quality lessons, and gave some of them support in using them. Access alone raised pupils' maths achievement by 0.06 of a standard deviation, a marginally significant result, and access with support raised it by 0.09. Weaker teachers gained more. Those were lessons picked for quality, not quizzes, so what carries over is modest: good material handed on is worth having, most of all to a less experienced teacher.

## What does research say about sharing and reusing teaching materials?

Research says that teachers share mostly with people they know, that shared material is seldom revised, and that questions written elsewhere work after a little adapting.

### Most sharing is between colleagues, and of simple things

Van Acker et al. (2014) surveyed 1,568 teachers in the Netherlands, from primary to higher education. A large proportion had shared materials of their own, but the sharing was limited to simple items such as texts or images, and it happened twice as much between colleagues as through websites.

### Shared material is seldom revised

Hilton et al. (2012) note that earlier research found revision and remix rates for open educational resources relatively low, and their own study of one publisher's openly licensed textbooks found levels similar to other collections. Their abstract gives no figures, so we give none.

Wiley (n.d.) defines open content by five permissions: to retain, revise, remix, reuse and redistribute. He adds that technical choices count too, since content can be published in a form that is essentially impossible to revise. A quiz sent as a PDF is in that form.

Two conclusions, both ours. Share the quiz finished, because many will run it as it is. Share it in a form that can be edited, because the teacher who adapts it is the one it will fit.

### Questions travel, after some adapting

Freeman et al. (2010) describe one United Kingdom medical school that put questions from an international bank and from another national bank into its own progress tests. Questions from the different sources performed comparably. The authors name the difficulties as differences of curriculum and culture, and report that adapting outside questions took a relatively small amount of work.

### A second reader raises quality

Malau-Aduli and Zimitat (2012) compared multiple-choice examinations in an Australian medical course before and after peer review of the questions was brought in with other quality checks. Afterwards there were fewer questions with negative discrimination, more of suitable difficulty, higher reliability and wrong options that did more work.

Sharing brings readers, so ask the first colleague what they changed. Our guide to [question banks](https://edprocto.com/guides/question-banks-for-a-board-writing-reviewing-and-retiring-items) sets out a full review process, and the guide to [ready-made kits](https://edprocto.com/guides/ready-made-quiz-kits-by-subject-and-level-how-to-pick-one) covers the other side: judging a quiz somebody else wrote.

## What should you check before you share a quiz?

Check five things before you share: ownership, borrowed material, students' details, whether the quiz is still a test, and the settings.

| Check | Why it matters | What to do |
| --- | --- | --- |
| The questions are yours to give | What you write for work may belong to your employer | Read your contract, or ask |
| Nothing comes from a textbook, a publisher's test bank or an exam board | Their terms often stop at your own classroom or centre | Write from your own notes, or get permission |
| No student can be identified | A name, or a detail that points to one child, is personal data | Invented names and details |
| The quiz is not in use as a test | The answer key travels with every copy | Share after the last class has sat it |
| The settings | A copy keeps your time limit, feedback and marking settings | Leave them as a colleague should find them |

### Whose questions are they?

None of this is legal advice, and the law differs from country to country. One public source, for the United Kingdom: the Intellectual Property Office (2014) says that when an employee makes a literary or artistic work in the course of the job, the employer is the first owner of the copyright unless an agreement says otherwise. Your contract or your school's policy says whether that reaches your quizzes, so read them.

Borrowed material is the commoner problem, and an exam board shows how narrow a permission can be. AQA (n.d.) lets its centres reproduce its papers for internal examinations and teaching within the centre, and on an intranet that cannot be reached publicly. It says centres may not reproduce AQA material on public websites or pass it on, and that putting AQA material into an AI tool breaches its policy. A kit's link opens for anyone who has it. So check the terms of whatever you drew on, and when in doubt write the question again from your own notes. Our guide to [past papers](https://edprocto.com/guides/past-papers-how-to-turn-one-into-a-practice-quiz) goes further.

### Is a student in it?

The Information Commissioner's Office (n.d.) describes personal data as any information relating to an identified or identifiable person, whether identified directly by a name or indirectly by other characteristics. A scenario built on a real pupil is personal data even with the name left out: "the boy who joined 9B from Lagos in March" points to one child. Read the prompts, the passages, the explanations and the title.

### What a kit carries, and what stays with you

Read in the product's code on 10 October 2026:

| Goes with every copy of an EdProcto [kit](https://edprocto.com/kits) | Stays with you |
| --- | --- |
| The title and the shape | Your name and email address |
| Every question: prompt, passage, options, points, topic, difficulty | The code your students use, and the cohort |
| Every answer: the key, accepted alternatives, model answers, rubrics, explanations | Your students' submissions and marks |
| The scenario and the settings | Whether your scores were released, and the text the quiz was written from |

A quiz written from a chapter or from pasted notes keeps that text in your own account, so that more questions can be written later, and a copy starts without it. A passage typed into a question is part of the question and travels with it.

## How do you write a quiz another teacher can pick up?

Write it so that a stranger could run it tomorrow without asking you anything. This advice is ours.

### A title that says subject, level and topic

The page a colleague lands on shows the title, the number of questions and the shape, and the copy keeps that title in their account. "Quiz 3" tells them nothing. "Year 9 chemistry: balancing equations, no calculator" tells them whether to open it.

### A topic on every question

Each question has a topic, the concept it tests, and the analysis groups results by it. Fill it in the syllabus's own words ("Ionic bonding", not "Tuesday") and your colleague's results arrive already sorted, as [item analysis for teachers](https://edprocto.com/guides/item-analysis-for-teachers-what-the-numbers-mean) explains.

### An explanation for every answer

The explanation is your reasoning, and it is the first thing a colleague reads: a copy opens on the study screen, where each answer is checked as it is given and its explanation shown. Say why the right answer is right and what the tempting wrong one gets wrong.

### Nothing only your class would know

Take out "as we saw on Tuesday", page numbers from your edition and places only your pupils know. A picture or a clip is held by its address, so keep it where that address goes on working.

> **Before.** Using p. 47, what did we say the mitochondria do? Topic and explanation: empty.
>
> **After.** What is the main function of mitochondria in an animal cell? Topic: Cell organelles. Explanation: Mitochondria release energy from glucose in aerobic respiration. The nucleus (option B) holds the genetic material.

## How do you share a quiz as a kit, step by step?

In EdProcto, sharing is one button in the builder, pressed after the checks.

1. **Open the quiz in the builder and name it.** A draft will do: sharing a kit and publishing to a class are separate switches.
2. **Read every question once more** against the five checks, and fill in each topic and explanation.
3. **Leave the settings as a colleague should find them.** A copy keeps your time limit, feedback and marking settings; the [presets](https://edprocto.com/guides/quiz-settings-explained-practice-standard-and-exam-presets) set them in one press. A plan saves a quiz up to its own [integrity](https://edprocto.com/integrity) level, so any security measure above the level your colleague's plan reaches is switched off in their copy, and the copy saves on every plan.
4. **Press "Share as a kit".** Its tooltip reads "Publish this quiz as a kit anyone can open a copy of, questions and answers included." Nothing more is asked. The quiz is shared at that moment and its link is copied to your clipboard.
5. **Paste the link** into an email or the department's channel. The button now reads "Shared as a kit". Hold the pointer over it for the address, which ends in /shared/ and the quiz's id.
6. **Open the link yourself** in a private window to see what a stranger sees.
7. **To stop, press the button again.** Its tooltip ends "Click to stop sharing." The address then answers "Nothing is shared here". Copies already opened stay with the people who opened them.

The link shows the quiz as it stands today. Correct a question and later copies have the correction. Earlier copies stay as they were, so tell whoever has one.

For a class, use the other button. "Publish & share" gives students a code and keeps the key on the server: see [sharing a quiz by code or link](https://edprocto.com/guides/sharing-a-quiz-by-code-or-link-what-students-need).

## How does the person receiving a kit open and edit their copy?

They open the link, read the questions and press one button, and the copy is a quiz in their own account.

**Looking** takes no account. The page is headed "Shared kit" and shows the title, the number of questions, the shape and each question's prompt beside the way it is answered ("One option", "A typed word or phrase"). Keys, explanations, model answers and rubrics are taken off before the page is sent.

**Copying** takes an account. Signed in, the button reads "Open a copy in my dashboard". Otherwise it reads "Sign up free and open a copy", and after signing up the colleague is brought back to the kit. The page says what they get: "A copy is yours: take it on the study screen, change it, share it with a code. The person who shared it keeps their own."

**The copy** arrives as a draft study quiz with a new code, no submissions and every answer in place. On a plan with a monthly number of quizzes it counts as one of them. It opens on the study screen, so a colleague's first act is to sit the quiz and read each explanation.

**Editing** is done in the builder. The study screen's last page has the button "Edit the quiz", and on the dashboard the copy's row has "Edit" beside "Study". There each question, option, answer and explanation can be changed, the name retyped, and questions added with "Add a question". The menu that reads "Study quiz" can be set to "Exam"; "Publish & share" then gives a class its code, and "Paper" [prints the quiz with its answer key](https://edprocto.com/guides/how-to-print-a-quiz-with-an-answer-key).

A copy's results stay in the account that holds it, so ask your colleague which question their class missed most.

## Why share a quiz with EdProcto, and what does it cost?

EdProcto is the best tool for handing a quiz to another teacher when you expect them to change it, because what arrives is a working quiz and not a file. The research above found that shared material is seldom revised, and Wiley (n.d.) counts an uneditable form among the obstacles. A copy that opens in a builder, with the key, the alternatives and the explanations each in its own field, is as easy to revise as to run.

"Share as a kit" is in the builder on every plan. For the colleague, Free allows ten quizzes a month, a copy among them, with thirty students a quiz and the core [templates](https://edprocto.com/templates). Tutor lifts the monthly count and takes a quiz to 100 students. Educator takes it to 500 and adds the full analysis. The [pricing page](https://edprocto.com/pricing) lists each plan.

## Quick questions

### Can other teachers see the answer key when I share a quiz?

Yes, once they open a copy: every key and explanation is in it. A free account is enough to copy, so share only a quiz no class has still to sit.

### Do colleagues need an account to open a shared kit?

Not to look at it. To open a copy they need an EdProcto account, and the Free plan is enough: see [pricing](https://edprocto.com/pricing).

### Can I stop sharing a quiz?

Yes. Press "Shared as a kit" again and the link stops working. Copies made before then stay with their owners, so once a quiz has been a kit, treat it as practice.

### Is my name shown on a kit I share?

No. The kit's page and the copy carry the quiz, not your name or email address. Put your name in the title if you want the credit.

### Can I share a quiz built from past exam papers?

Only where the board's terms allow it. AQA (n.d.) keeps its papers inside the centre and off public websites.

## References

- AQA. (n.d.). *Copyright policy for centres*. [https://www.aqa.org.uk/about-us/who-we-are/our-standards/copyright-and-intellectual-property-policy/copyright-policy-for-centres](https://www.aqa.org.uk/about-us/who-we-are/our-standards/copyright-and-intellectual-property-policy/copyright-policy-for-centres)
- Freeman, A., Nicholls, A., Ricketts, C., & Coombes, L. (2010). Can we share questions? Performance of questions from different question banks in a single medical school. *Medical Teacher, 32*(6), 464–466. [https://doi.org/10.3109/0142159X.2010.486056](https://doi.org/10.3109/0142159X.2010.486056)
- Hilton, J. L., III, Lutz, N., & Wiley, D. (2012). Examining the reuse of open textbooks. *The International Review of Research in Open and Distributed Learning, 13*(2), 45–58. [https://doi.org/10.19173/irrodl.v13i2.1137](https://doi.org/10.19173/irrodl.v13i2.1137)
- Information Commissioner's Office. (n.d.). *What is personal data?* [https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/personal-information-what-is-it/what-is-personal-data/what-is-personal-data/](https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/personal-information-what-is-it/what-is-personal-data/what-is-personal-data/)
- Intellectual Property Office. (2014). *Ownership of copyright works*. GOV.UK. [https://www.gov.uk/guidance/ownership-of-copyright-works](https://www.gov.uk/guidance/ownership-of-copyright-works)
- Jackson, K., & Makarin, A. (2018). Can online off-the-shelf lessons improve student outcomes? Evidence from a field experiment. *American Economic Journal: Economic Policy, 10*(3), 226–254. [https://doi.org/10.1257/pol.20170211](https://doi.org/10.1257/pol.20170211)
- Malau-Aduli, B. S., & Zimitat, C. (2012). Peer review improves the quality of MCQ examinations. *Assessment & Evaluation in Higher Education, 37*(8), 919–931. [https://doi.org/10.1080/02602938.2011.586991](https://doi.org/10.1080/02602938.2011.586991)
- Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. *American Educational Research Journal, 52*(3), 475–514. [https://doi.org/10.3102/0002831215585562](https://doi.org/10.3102/0002831215585562)
- Van Acker, F., Vermeulen, M., Kreijns, K., Lutgerink, J., & van Buuren, H. (2014). The role of knowledge sharing self-efficacy in sharing open educational resources. *Computers in Human Behavior, 39*, 136–144. [https://doi.org/10.1016/j.chb.2014.07.006](https://doi.org/10.1016/j.chb.2014.07.006)
- Wiley, D. (n.d.). *Defining the "open" in open content and open educational resources*. [https://opencontent.org/definition/](https://opencontent.org/definition/)