Sectors · Schools and K-12
In a school, quality is not measured by an accreditation file but by what the teacher knows about the class before it is too late. The first obstacle is not measurement but time.
A teacher with five sections of forty students cannot afford to mark two hundred papers a week and then analyse them. Assessment collapses into one exam at the end of term — the worst possible timing, because the result arrives after the chance to intervene has passed.
The answer is not more testing but lighter testing: a short weekly check with no proctoring, scored instantly and returning the topic of weakness rather than a bare score. That only works if building the check does not itself take an hour.
Said plainly: a school does not need most of the proctoring layer. A weekly check worth 5% warrants neither a camera nor biometric verification, and we will not sell you those.
None is about accreditation — all are about time, and knowing the class before it is too late.
The teacher writes items from scratch every week, or copies from an old file of unknown quality. Formative assessment shrinks to two oral questions at the end of the lesson.
Upload the lesson file or paste its text, set the difficulty and the target skill — and items are generated already linked to that skill, landing in the teacher's drafts for review. The quiz becomes minutes of work rather than an hour.
Manual marking consumes the evening and reaches the student days later, once the lesson has moved on. Essay items get avoided altogether because their time cost is too high.
Instant scoring for closed item types, and a proposed rubric for essay items scored against it automatically then approved by the teacher in a quick review. Feedback arrives before the next lesson.
The struggling student surfaces in the final exam, when there is no time left for anything. The teacher senses that three or four need support but has nothing to show the administration.
Weekly checks accumulate into longitudinal tracking that detects a sustained decline and raises a flag in the first third of the term — with the specific topics the student struggles with, not just a score.
Three teachers of the same subject write the same items three times, and none of them knows which of a colleague's items proved sound. The teacher who transfers takes their bank with them.
A personal bank per teacher and a shared bank at subject and grade level with defined permissions. Items proven sound by analysis are nominated for the shared bank, so everyone benefits.
Do not start with the whole school. One teacher trials one subject, then becomes the person who convinces the rest.
Teacher and class accounts, the target skills for the first unit, and your own grading scale.
Items generated from the unit content, reviewed by the teacher, then a real short quiz with instant scoring.
Items proven sound move into the subject bank, and the other teachers start drawing from it.
Skill coverage across grades, students at risk, and grading parity between sections.
The principal, the teacher and the student do not need the same thing, and none of them sees what is not their business.
Skill coverage across grades and subjects, grading parity between sections, and students at risk.
Generates and reviews items, sees the topics the class struggled with, and the quality of their own items before anyone else.
Sees the skill that needs review rather than a bare score, and their progress across the term.
Weekly assessment runs with no camera and no biometric verification — the default configuration for schools.
Three articles explaining what sits behind this page, with no pitch.
We set up one unit with you, generate a short quiz from it, and show the skills report after the first run.
