> For the complete documentation index, see [llms.txt](https://synap.ac/docs/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://synap.ac/docs/platform/quizzes/question-statistics.md).

# Question statistics

Question statistics help you understand how a question performed across submitted attempts. They are most useful when interpreted alongside the question itself, its answer key, the learners who received it and the assessment context.

### Measures you may see

| Measure                 | What it can indicate                                  | What it does not prove                                             |
| ----------------------- | ----------------------------------------------------- | ------------------------------------------------------------------ |
| Correct or credit rate  | How often responses received marks.                   | That a low-performing question is automatically defective.         |
| Answer-option breakdown | Which distractors or choices students selected.       | Why a particular option was selected.                              |
| Marks distribution      | How automatic or manual marks were spread.            | That markers applied criteria consistently without further review. |
| Time spent              | Relative effort or hesitation.                        | That time alone represents difficulty or learning.                 |
| Student flags           | Reports submitted by students about a possible issue. | That the answer key should be changed immediately.                 |

### Reviewing an unexpected result

1. Check the question wording, media, answer options and configured correct answer.
2. Confirm which Quiz and version supplied the attempts.
3. Review the cohort size and whether all learners had the same opportunity to answer.
4. Look at response patterns and student flags together.
5. If a delivered assessment contains an error, use an authorised correction process that considers marks, grades and already released results.

{% hint style="warning" %}
Treat statistics from a small number of responses cautiously. A question can also appear unusually easy or difficult because of teaching coverage, cohort differences or where it appears in an assessment.
{% endhint %}


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