Student Assessment

Acadience Learning is a family of brief screening, diagnostic, and progress-monitoring assessments from the original authors of DIBELS 6th Edition and DIBELS Next. Current offerings include reading, mathematics, preschool early literacy, rapid naming, survey, and other measures with paper or supported digital administration.

Schools use Acadience for universal screening, identification of risk, instructional grouping, goal setting, and frequent monitoring of response to intervention. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Achieve3000 Literacy is McGraw Hill’s differentiated literacy platform for building comprehension, vocabulary, and content knowledge through leveled nonfiction text, lessons, activities, and embedded assessment. The system uses performance information to adjust text and monitor reading development.

Schools use it primarily for literacy instruction and intervention, with assessment serving placement, differentiation, and progress monitoring rather than operating as a general district testing platform. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

ACT Aspire is a longitudinal summative and periodic assessment system for grades 3–10 designed to measure progress toward college and career readiness in English, mathematics, reading, science, and writing. It uses vertically articulated score reporting connected to ACT readiness constructs.

Schools or state programs may use Aspire for benchmark, program, growth, and readiness information; the exact available components, administration model, and current purchasing geography should be confirmed with ACT. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

ADAM is Let’s Go Learn’s Adaptive Diagnostic Assessment of Mathematics. It identifies student performance across a progression of mathematics skills and produces detailed instructional profiles rather than only a grade-equivalent or overall score.

Schools use ADAM to locate prerequisite gaps, plan individualized instruction or intervention, group students, and measure progress across administrations. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

aimswebPlus is Pearson’s benchmark screening and progress-monitoring system for reading and mathematics in grades K–12. It combines brief curriculum-based measures, standards-based assessments, norms, benchmarks, risk indicators, and reporting within an online platform.

Districts use aimswebPlus for universal screening, MTSS identification, frequent monitoring of intervention, and evaluation of student growth. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Amplify mCLASS is an early-literacy assessment and instructional system built around teacher-administered measures, digital scoring, benchmark and progress-monitoring workflows, and reports for foundational reading skills. Available configurations may include DIBELS 8th Edition and additional diagnostics or instructional resources.

Schools use mCLASS to screen students, identify skill needs, form groups, monitor intervention, and connect assessment findings with foundational-skills instruction. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Avant Assessment is a provider of online language-proficiency assessments for world languages and multilingual learners. Products measure combinations of reading, writing, listening, and speaking and report proficiency using product- and framework-aligned levels.

Districts use Avant for placement, progress, program evaluation, proficiency recognition, and Seal of Biliteracy evidence where an assessment is approved for the intended purpose. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DIBELS is a family of brief indicators used to screen and monitor foundational literacy development. The University of Oregon maintains DIBELS 8th Edition materials, while commercial products such as Amplify mCLASS and Acadience provide related administration, data, or successor assessment environments.

Districts may use downloadable measures, a commercial platform, or locally managed scoring, so a product record named only DIBELS can blur the assessment framework with the software actually used. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DOMA is a family of Diagnostic Online Mathematics Assessments from Let’s Go Learn focused on specific mathematics domains and grade ranges. The assessments identify skill strengths and gaps in areas such as number concepts, operations, and pre-algebra.

Educators use DOMA results for targeted placement, intervention planning, instructional grouping, and progress review when a domain-specific diagnostic is more useful than a broad survey. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DORA is the Diagnostic Online Reading Assessment from Let’s Go Learn. It adaptively examines multiple reading components, such as phonemic awareness, phonics, word recognition, vocabulary, spelling, fluency, and comprehension, rather than producing only one overall reading level.

Educators use the resulting skill profile to identify instructional gaps, group students, plan intervention, and monitor change over time. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

DRA3 is Pearson’s Developmental Reading Assessment, Third Edition, an individually administered reading assessment for measuring reading engagement, oral reading fluency, comprehension, and instructional reading level through leveled texts and teacher observation.

Teachers use DRA3 to document reading behaviors, select instructional levels, communicate progress, and plan reading instruction; it requires more direct teacher administration than automated screeners. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Edcite is an online assessment-authoring and delivery platform with technology-enhanced questions, standards tagging, shared content, automatic scoring, and reports. Teachers can build their own assignments or draw from public, district, and premium item collections.

Schools use Edcite for formative checks, common assessments, benchmark practice, and preparation for online state-test item formats. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

Ellevation Platform is a program-management and instructional-support platform for multilingual learners. It centralizes student profiles, proficiency and academic data, goals, meetings, services, accommodations, monitoring, and reporting while offering strategies and activities for teachers.

Its assessment role is to organize and interpret language and academic results rather than replace ELPAC or function as a general test engine. It fits more naturally under English Learner Management with an assessment cross-reference. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.

ESGI is a teacher-facing assessment and progress-monitoring platform, now part of Riverside Insights, designed especially for early childhood and elementary skills. Educators administer brief one-to-one checks, record responses, and receive class, student, parent, and standards reports.

Teachers use ESGI to quickly monitor mastery, regroup students, communicate progress, and manage repeated skill checks without creating complex tests. Districts should align administration, accommodations, score interpretation, data access, and retention with the intended use of the assessment.