Wayground Quick Start Guide

Use your existing account and confirm access

Open Wayground teacher sign-in or launch through your approved school portal. If you previously used Quizizz, sign in with the same account and method; the name change does not require a new account.

Confirm that your saved resources and expected school access are present. Update classroom bookmarks to Wayground and explain the new name to students.

What changed when Quizizz became Wayground

Check your plan and class connections

Starter, Individual, and School & District plans provide different levels of resource storage, question types, reporting, and integration access. Features can also vary by region. Check the tools visible in your account before planning around a particular option.

Compare current plan features · Classes and connected rosters

Prepare a short Assessment/Quiz

Choose Create → Assessment → Create from scratch. Add a question, its answer choices where needed, and the correct answer. Add a useful explanation, then save the question and continue.

When ready, select Publish, enter the title, subject, grade, language, and visibility, then Save. The activity appears in My Library. Review visibility before sharing a resource.

You can also adapt library content or use available import and AI tools. Check every prompt, answer key, explanation, and standard tag before assigning the activity.

Create an Assessment/Quiz

Test joining and one complete response

Launch a test session and use an approved student test account or a colleague acting as a student. Follow the shared link or the join-code instructions shown on screen. Confirm that the learner can read the question, submit an answer, and receive the intended feedback.

Use your school’s student sign-in and naming practices. If students access the activity through an LMS, test that exact route. Check that responses can be connected to the correct learner when individual evidence is needed.

Test keyboard access, readable text, audio, and any enabled accommodations on classroom devices. Keep an equivalent oral or paper response ready if access fails.

Student joining instructions

Begin with one learning target

Example learning target, grades 4–6: Make an inference and support it with evidence from a short text. Read the passage together, model how clues support an inference, and then use the three checkpoints below.

These are SDLA-created prompts. Put the passage in each question’s reference material where supported, or keep it available on paper. If Open-Ended is unavailable in your plan, collect the explanation separately.

Select the delivery mode

For your first session, use a simple mode and a few questions. Introduce additional game modes only when students understand the basic workflow.

Start a live session or assign homework

Choose settings that fit the evidence you need

Available settings depend on the activity, mode, plan, and region. Check the actual launch screen rather than assuming a setting carries over from a previous activity.

Session settings and available controls

Launch, observe, and discuss

Share the session link or display the join code and student join address supplied by Wayground. Confirm that the intended students have joined, then start the activity.

Keep private student information off the projected display. Monitor responses and note which distractors students select. After the activity, revisit a question that reveals an important misunderstanding.

Close with a fresh explanation

Give students a new sentence: “Luis put on oven mitts before lifting the tray.” Ask what Luis likely expects about the tray and which detail supports the inference.

Look for: The tray is likely hot; oven mitts protect hands from heat. Collect the response independently, orally or in writing, to check transfer beyond the activity’s answer choices.

End the live session when the activity is complete. For assigned work, verify the deadline or session status and communicate the next step.

Find the correct session report

Open Sessions in the left navigation and locate the activity. Filter by class, date, or session status, and confirm that you have the intended run. Some older instructions refer to a Reports navigation label.

Standards views depend on question tags and available access. Check that each tag actually matches what the question assesses.

Find and use session reports

Separate accuracy from game performance

Accuracy points reflect correct and partially correct responses. Session scores support game ranking and can be influenced by timing and Power-ups. A leaderboard position is not a measure of mastery.

Review the attempt and repetition settings before interpreting the result. Class accuracy can use the best response to each question across attempts, so it may differ from an average of students’ first-attempt results.

Read Open-Ended responses against your success criteria and complete or verify grading before using the results. If automated evaluation is enabled, check that its judgment matches the actual response.

Understand accuracy points and session scores

Choose a next step for each learning need

For the inference example, use the explanation and fresh exit response to plan instruction:

• Ready to extend: Makes a defensible inference and connects specific clues to it. Offer a longer passage with less explicit clues.
• Needs a prompt: Chooses the correct inference but gives weak evidence. Ask which detail most directly supports the claim.
• Needs reteaching: Gives an unsupported guess or confuses a stated fact with an inference. Model “The text says… so I infer…” with a new example.

A blank answer may reflect access, timing, or unfinished work. Check with the student before treating it as a learning gap. Use a fresh item after feedback to see whether the reasoning improves.

Resolve common first-week problems