PLG · Department-first adoption

InPods.ai – AI for assessment quality.

InPods.ai helps departments and faculty analyze and generate high-quality, mapped questions—aligned to OBE, CBME, and Competency-Based Assessment (CBA) expectations—without manual tagging or spreadsheet work.

Two paths into better Question Banks

Path 1 · Analyze existing sets

Upload papers → auto-map → gap analysis.

Path 2 · Generate mapped questions

Content + specs → mapped questions.

Outcome

Healthy QBs for AQMS & Outcomes.

Two independent paths. One common outcome.

Departments can start from wherever they are today—legacy papers or fresh content.
Both paths converge into a reusable, attribute-mapped Question Bank.

Path 1

Assess quality of existing question sets

  • Upload legacy question papers (PDFs, documents).
  • AI auto-maps questions to outcomes/competencies, topic/subtopic, Bloom’s level, and difficulty.
  • Coverage and quality analytics highlight gaps and imbalances.
  • Generate clear specifications for new questions needed to close gaps.
Path 2

Generate attribute-mapped question sets from content

  • Start from syllabus, lecture notes, or reference material.
  • Specify required outcomes/competencies, topics, cognitive levels, difficulty, and question types.
  • Generate mapped questions ready for review, quizzes/exams, or Question Banks.
  • Iteratively refine Question Banks every term with faculty oversight.

CBME & competency support for medical and allied health

InPods.ai understands CBME structures and Competency-Based Assessment needs. It helps medical
and allied health faculties build CBME-ready Question Banks before exams are governed by AQMS.

Competencies

Competency & sub-competency mapping

Map every question to CBME competencies and sub-competencies as defined by NMC. Ensure balanced coverage across systems, postings, and phases before exams are scheduled.

CBME question types

Case-based & OSCE/OSPE prompts

Generate and refine clinical vignettes, case-based questions, and OSCE/OSPE-style prompts with explicit mapping to competencies, topics, and cognitive levels.

Topic discipline

Unit → Topic → Subtopic tagging

Enforce topic/subtopic tagging so that blueprinting in AQMS and analytics in Outcomes can verify syllabus coverage and support remediation decisions.

Is InPods.ai just another AI question generator?
No. It is designed specifically for assessment quality: mapping, coverage analytics, gap analysis, and specification-driven generation aligned to OBE and CBME expectations.
Can faculty use InPods.ai without institutional approval?
Yes. Faculty can self-register and use trial tokens to experience the benefits before any institutional purchasing decision is made.
Does InPods.ai replace faculty judgment?
No. AI assists with drafting and mapping, but faculty remain the final authority for academic quality and what ultimately enters the Question Bank.

The common outcome: a healthy Question Bank

Healthy Question Banks have balanced coverage across outcomes/competencies, topics, cognitive levels, and difficulty.
Once QBs mature, institutions can use AQMS to define blueprints/templates and auto-generate high-quality assessments and exams.

Optional next step

From Question Bank to governed exams with AQMS

Departments build QBs using InPods.ai. AQMS then enforces blueprinting, parity, security, and
publishing workflows for internal and high-stakes exams, using those QBs as the source of truth.

Testimonials

InPods.ai

We had years of question papers but no way to know whether they actually covered our course outcomes evenly. InPods.ai analyzed our legacy papers, mapped every question to outcomes, Bloom’s levels, and topics, and showed us exactly where the gaps were. Our department now maintains a healthy question bank without waiting for institutional approvals.

Associate Professor & Course Coordinator, Autonomous Engineering College

InPods.ai

Building CBME-aligned question banks was our biggest bottleneck — faculty were mapping competencies inconsistently, and we had no gap analysis. InPods.ai generates competency-mapped questions from our course content and flags imbalances before we even begin paper setting. It has brought consistency to a process that used to depend entirely on individual faculty effort.

Program Director, Medical College (NMC-affiliated)

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