To create an exam in branching Microsoft Forms see instructions on the Microsoft site. The main problem which any teacher faces with standard Microsoft's forms is that students get a complete list of all questions. It is true that these questions can be delivered in an accidental order. However, students have access to this list for the full time of the exam, and strong students can deliver correct answers to the entire class. This problem can be solved if teachers have access to Moodle, where questions can be distributed one by one and in accidental order. A great disadvantage of this method is that Microsoft Insights cannot control the exams' results in Moodle. Branching Microsoft's forms solve this problem.

Let me suggest an algorithm to create such exams. Suppose we must run a midterm exam for 20 points. In this case, I create initial 21 multi choice questions in usual forms. The initial question is from a difficult part, and it costs 2 points. This question is followed by two simple ones with the weight 1 point each. I get seven blocks of the total grade of 4 points. It follows that this exam, if solved correctly, gives 28 points to a student. 

It is quite common to announce an exam for 100 points or even 108 and grade examination problems A, if students get 70-75%of the total available grade. Notice that 0.7x28=19.6 which is very close to 20. Therefore, eight bonus points for the exam are not a problem. 

In branching forms, the questions follow one by one. If a student answers a question false, then she/he does not get the next question but the question which immediately follows the next one. This means that this student loose from 2 to 3 points. 

As result, students get, in fact, different versions of the exam, the questions follow one by one and the chances to get help from good students are minimal. Taking into account eight bonus points, teachers may put time pressure on students, which makes the exam difficult for every student in the class.

When creating an exam in branching forms, one should keep in mind that students still have a possibility to return to already answered questions and change the answers. Therefore, some students may try to analyze responds of the system and finds out the right answers. To block such I attempt, I recommend putting questions with 4-6 options only one of which is true. The right answer is directed to the following question in the list, whereas other 3-5 to different subsequent questions. Then any attempt to find the correct answer by chance will result in a complete chaos. Another important advice is to give students as less time as possible. In this case, nobody will sacrifice her or his time to report correct answers to other students.

This system may be more efficient for final exams with 42 questions and the maximal possible result amounting 40 points. This exam will have 28 questions for 1 point each and 14 questions of the weight 2 points.