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The Quizizz Teacher Dashboard Explained: Classes, Reports and Settings

The Quizizz teacher dashboard is where the platform stops being a game and becomes an assessment tool. Students see a score. You see who answered what, how long they took, and which wrong answer they chose. That last part is why you log in.

Interfaces change and vary by plan, so this article names no buttons or tabs; exact labels may differ on yours. What follows is what a teacher account lets you do, and how to read the results.

What the teacher side is for

A teacher account is three things: somewhere to store questions, somewhere to organise the students answering them, and a record of what happened when the two met. Run a review game and never open the results and you are using the least valuable third. For the student view, see how Quizizz works from both sides.

Set up classes and rosters first

Most teacher dashboards in this category let you create class groups and add students by invite link, school import, or manually. It feels like overhead when you are starting before the bell. Do it anyway: a proper roster is what makes every later report readable. Without one, results attach to “jayden”, “Jayden B” and “asdf”, and you cannot compare a student in October to the same student in March. Set groups up once per term, one per teaching group, with a naming convention agreed early.

Finding and reusing content

Your account holds a library of what you made or saved, plus a searchable pool of quizzes from other teachers. Starting from someone else’s photosynthesis set beats starting from nothing.

The honest warning: quality in shared content varies and nobody is checking it. Public sets routinely contain wrong answer keys, questions pitched at another grade level, wording where two options are defensible, and typos that make a question unanswerable. Read every question and key yourself before it reaches a class. Duplicating a found quiz into your library and editing is usually right.

Writing from scratch? Our guide to creating a Quizizz quiz covers the mechanics, writing an assessment that measures something the harder part, and these AI prompt patterns for quiz questions save an editing round.

Settings before you start

Launching an activity gives you a screen of options. Specifics vary; the categories are stable.

• Live versus self-paced. Live suits shared discussion; self-paced suits homework, absences and students needing time.
• Timers. Usually adjustable or off. Off is often right for anything you treat as real data.
• Question and answer order. Shuffling reduces copying but makes results harder to discuss.
• Retakes. Multiple attempts are great for practice, useless for measurement.
• Deadlines, availability windows, and whether students see correct answers.

The decision that matters most is practice versus measurement. Practice: retakes on, immediate feedback, no timer. Measurement: one attempt, feedback held back, same conditions for everyone.

Reading reports properly

Reports typically show three levels: class, question and student. Teachers glance at the first, the least useful, and skip the second, the most useful.

Class accuracy tells you almost nothing

A class figure of 68 percent could mean a group that half-understands everything, or one that understands two thirds fully and is lost on the rest. Those need different lessons. It also swings with question difficulty, which you set, so comparing weeks says more about your question writing than your class.

Question-level data is where the value sits

Scan the questions by how many students got each right and look at the bottom. A question most of the class got wrong means one of two things, and you decide which. Either a teaching gap, where the concept was unclear or a prerequisite missing. Or a bad question: ambiguous wording, two defensible answers, a wrong key, vocabulary above the reading level.

Reread it as though you had never seen it. If a reasonable student could defend a wrong option, fix the question and reteach nothing. Teachers who never reach that conclusion reteach what the class knew.

Distractor analysis

The most underused data in any quiz platform. Look at which wrong answer students chose. Spread evenly across the options, it means guessing. If a large share picked the same wrong option, that is a shared misconception you can name.

Named misconceptions are teachable in a way that “they did badly on question 7” is not. If most of a maths class picked the option consistent with adding exponents rather than multiplying them, you need five minutes on one error, not a reteach. Put that answer on the board and ask why someone chose it.

Individual data without the surveillance

Per-student data catches the quiet student lost for three weeks who never said so. Used badly it becomes monitoring. Do not display individual results to the class, and go easy on leaderboards for anything you treat as assessment. Treat one low score as a question, not a conclusion. Act on patterns, privately.

Time per question

Response time, where available, is a useful second signal. Fast and wrong usually means guessing or disengagement. Slow, right or wrong, suggests real effort against something difficult, a more encouraging problem. Fast and right across the class means the question was too easy.

What you see, what it might mean, what to do

Turning a report into your next lesson

1. Open the report the same day, while you remember the room. Skip the class average.
2. Identify the three or four lowest-scoring questions.
3. For each, decide: bad question or real gap? Set the bad ones aside for editing.
4. For real gaps, check which wrong option students picked and write the misconception as one sentence.
5. Plan a five to ten minute opener confronting that sentence, not a reteach of the topic.
6. Note the students whose pattern differs from the class and plan a quiet check-in.
7. Reuse the same questions weeks later and compare. That is your evidence it worked.

Practical admin

Teacher accounts generally let you share a quiz with a colleague, though collaborative editing depends on your plan and school setup. With a co-teacher on a parallel class, agree who owns the master copy first, or you get three versions and no idea which produced the data.

Running a saved activity with a new class produces a separate report. Avoid editing a quiz between two classes on the same day unless fixing an error.

Libraries rot fast. Name quizzes with subject, topic and year rather than “Quiz 3”, use folders if offered, delete abandoned drafts, and once a year reread your most-used quizzes, since one written in a hurry two years ago still generates bad data. For more, browse our Quizizz guides and quiz resources.

Frequently Asked Questions

Did my old Quizizz reports survive the Wayground rebrand?

Yes. The June 2025 change was a rebrand, not a new product. Accounts, class groups, saved quizzes and historical reports carried over, and you sign in with the same credentials at wayground.com. joinmyquiz.com still works.

Why does my class average look worse than expected?

Averages are driven as much by how you wrote the questions as by what students know. A few hard items, a tight timer or one ambiguous question can pull it down several points. Check the question-level data to see whether the problem is spread out or concentrated.

Should I use quiz reports for grading?

It depends how you ran it. Data from a self-paced, unsupervised session with retakes is practice data, not a fair basis for a grade. To grade, use consistent conditions, one attempt and hidden answers. Even then these reports work better as formative evidence than marks.

Can I see what an individual student answered on each question?

Generally yes, provided the student joined under a recognisable name or roster entry, which is why setting up class groups at the start of term matters. Use it to spot patterns and start private conversations, not to rank students.