[AirClass Dev Log 4] Turning Quizzes into a Classroom Flow: How AirClassQuiz Took Shape

What this post covers

• Why I moved from Display to AirClassQuiz
• What quiz routine I was already using in class
• What parts of that routine were inconvenient
• What functions I wanted in AirClassQuiz
• How it is being used in class now

After the first Display attempt did not become a practical classroom tool, AirClass did not stop. When the next semester began, a more direct and repeated problem appeared: quizzes.

Quizzes were already an important classroom routine

I was already giving students quizzes regularly, about twice a week. They were not just one-time activities. The flow looked more like this:

distribute → solve → exchange and grade → solve wrong problems again → resubmit.

Educationally, that flow made sense. Students wrote their own answers, saw other students' answers, and reworked problems they missed. It left more learning traces than a single activity.

The problem was that the repeated flow created a lot of manual work for the teacher.

The inconvenience appeared as concrete questions

AirClassQuiz did not begin from a grand specification. It began from specific questions that appeared during class.

1. Can short-answer questions be graded immediately?

For questions with clear answers, students should be able to receive feedback as soon as they submit. Waiting for the teacher to review everything later delays feedback unnecessarily.

2. Can students upload results immediately so they do not forget?

Students often forget to upload assignments or quiz results. Sometimes they solved the problem but forgot to submit it. A structure where they submit during class would reduce that loss.

3. Can wrong-answer corrections be submitted by question?

When students rework missed problems, saying "redo the wrong ones" is vague. It is better if the correction is connected to each question.

4. Can the teacher collect question-by-question answers clearly?

In class, the total score is not the only important information. I often need to know which student answered what for each question. That helps reveal misconceptions and decide what to reteach.

5. Can quiz generation become a pipeline?

Creating, formatting, reviewing, and distributing quiz questions manually every time is hard to sustain. I wanted a flow like this:

• Generate a draft in a fixed format
• Use AI to help create questions
• Let the teacher review
• Distribute the final quiz

So AirClassQuiz was not just an answer form. It was a pipeline from generation → review → distribution → response → resubmission.

AirClassQuiz started in a very practical direction

The goal was not to replace every education platform. It was to reduce friction in the quiz routine I repeatedly used.

The core requirements were:

• distribute quizzes in real time
• see student answers quickly
• preserve question-level responses
• connect resubmission naturally
• give the teacher useful information during class

In this sense, AirClassQuiz was different from Display. Display began from the problem of delivering the screen. Quiz began from the friction of classroom operation and assessment.

The implementation followed the classroom flow

The actual structure was also divided according to the classroom flow.

• src/routes/teacher: teacher workspace for distributing quizzes and checking results
• src/routes/student: student quiz-taking screen
• src/routes/api/quizzes, assignments, results, students, realtime: APIs for distribution, responses, student lists, and real-time state
• src/lib/AirClassCore/quizSchema.ts: question and answer schema
• src/lib/AirClassCore/quizManagement.ts: assignment targets, submission state, resubmission, monitoring summary
• src/lib/AirClassCore/quizRealtime.ts: real-time connection through /ws/quiz
• src/lib/server/sharepoint.ts: storage layer for students, quizzes, and results through SharePoint

A simplified flow looks like this.

It is now being used in class

Unlike the Display attempt, AirClassQuiz has actually entered my classroom routine. It can now:

• distribute quizzes in real time
• show student answers quickly
• collect who answered what
• make in-class checking faster

That makes it the first part of AirClass that I can say is being used well in real class.

Student behavior signals were more useful than expected

One unexpectedly useful part was collecting not only answers but also participation signals.

Examples include:

• screen leaving
• Ctrl + C and Ctrl + V behavior
• response timing and submission flow

The point is not surveillance. The point is to understand how students are participating in the activity more realistically. Sometimes that is more helpful than looking only at scores.

AirClassQuiz became the first practical AirClass tool

Looking back, AirClassQuiz was an important turning point. It moved AirClass from an abstract idea into a tool that actually worked inside my class routine.

It is not a finished product. There are still parts to improve. But it is already used repeatedly and gives a clear benefit to the teacher.

Closing

AirClassQuiz is not only a tool for students to answer quizzes. It is an attempt to make the whole flow of creating, distributing, collecting, reviewing, and resubmitting quizzes clearer.

Short-answer auto-grading, immediate upload, question-level resubmission, response collection, and AI-assisted question generation all came from that classroom flow.

In the next post, I will write about how AirClassSlide emerged from another classroom problem: prompts and materials passing by too quickly.