Written exams, which are intended to examine students on the course goals, can sometimes be passed without any conceptual knowledge by memorizing procedures or facts. Because future courses depend on the students’ understanding of concepts in the required courses, not knowing the concepts could be a major issue for the student, for the teacher and for the program board. Here, we focus on developing conceptual multiple-choice questions and the algorithms for understanding the answers to the questions. The goal is to be able to answer questions such as “For how long do the students remember the key concepts?” and “Which concepts do the courses have any positive (or negative) effect on?”. To do that, a courses-concepts matrix was created and the most central concepts were identified. Multiple-choice questions were written on those concepts and the questions were imported into the test creator Respondus. Feedback was added to the questions, they were grouped by concept and exported to a quiz bank in the educational platform Blackboard. A set of answers from a survey on report writing was obtained and statistics were written to answer the second question that was posed. An issue with the probability function is that it only considers whether the student had a setback or an improvement, not how significant it was. The next step would be to use the slopes more effectively by considering the magnitude of the improvement or setback. / Developing Concept Inventory Tests for Electrical Engineering