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.

Measure, version, administration procedure, and date define the evidence. Assessment and intervention teams connect repeated results with student identity and instructional context. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

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. Teachers assign readings and review student performance to guide literacy instruction.

Reading performance and text level need to be interpreted together. Literacy teams connect the activity history with student placement and classroom work when reviewing whether support is meeting its purpose. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

ADAM, Let’s Go Learn’s Adaptive Diagnostic Assessment of Mathematics, examines performance across a progression of mathematics skills. Teachers use the detailed instructional profile to identify strengths and areas needing further teaching.

A domain-level profile connects mathematics responses with identified instructional needs. Teachers preserve the assessed skills and administration context when planning support or reviewing changes over time. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

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.

Benchmark windows and monitoring measures serve different purposes. Assessment and intervention teams coordinate student rosters, administration, and interpretation so repeated results describe meaningful progress. Roster changes and assessment windows create continuing coordination work. Assessment staff and teachers distinguish a missing result from a student who was not expected to test.

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.

Teacher administration and scoring routines shape the resulting literacy evidence. Assessment and reading teams coordinate measures, windows, and student matching before interpreting growth or planning support. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

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. Schools use selected assessments for placement, proficiency reporting, and program review.

A language-proficiency result needs its test, language, domains, and administration date. Program and assessment teams retain that context when using results for placement, recognition, or review of instruction. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

Capti ReadBasix is a digital diagnostic reading assessment developed from ETS research and designed especially to identify foundational-skill needs among older students. It assesses areas including decoding, vocabulary, morphology, sentence processing, reading efficiency, and comprehension.

Component scores help distinguish reading needs that an overall score might hide. Literacy teams retain the measure and administration context when combining the profile with classroom evidence and planning support. Roster changes and assessment windows create continuing coordination work. Assessment staff and teachers distinguish a missing result from a student who was not expected to test.

DIBELS is a set of brief literacy measures used for screening and progress monitoring. Educators administer standardized tasks, score student responses, and review results to identify reading-support needs and monitor progress. The University of Oregon maintains DIBELS 8th Edition materials for school use.

Standardized tasks, administration dates, and scoring procedures define the literacy evidence. Reading teams preserve the specific edition and measure when monitoring progress or combining results with other student information. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

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.

The selected assessment domain determines what the result can explain. Mathematics and intervention teams connect that evidence with student history and classroom work before making broader instructional decisions. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

DORA, the Diagnostic Online Reading Assessment from Let’s Go Learn, examines reading components such as phonemic awareness, phonics, word recognition, vocabulary, spelling, fluency, and comprehension. Teachers use the resulting profile to identify instructional needs.

A reading profile combines several component measures. Literacy teams retain the component, administration, and learner context when selecting support. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

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.

The teacher’s observations and the particular text are part of the assessment record. Reading teams retain that context when reviewing fluency, comprehension, instructional level, and changes across administrations. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

easyCBM is Riverside Insights’ online benchmark and progress-monitoring system for reading and mathematics. It provides curriculum-based measures, benchmark windows, repeated monitoring forms, norms or risk information, and reports designed for tiered support decisions. School intervention teams use repeated measures to review student response to instruction.

A repeated measure is useful when the task, date, and intervention period remain clear. Support teams connect results with the instruction provided between checks and the student’s current school context. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

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.

An assessment result depends on the questions, standards, scoring, and administration context. Teachers and assessment staff maintain those relationships when comparing performance or sharing tasks across schools. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

Edmentum Exact Path is a diagnostic-driven learning program for K–12 mathematics, reading, and language arts. It combines adaptive assessment with individualized learning paths, lessons, practice, and progress information intended to address identified skill gaps.

The diagnostic and subsequent practice describe different stages of the learning pathway. Educators connect placement, participation, and repeated evidence when deciding whether to adjust the student’s instruction or support. Participation, implementation, and progress describe different aspects of support. Instructional teams use their combined context when reviewing the learner’s next steps.

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.

Language proficiency, academic history, services, and monitoring dates describe different parts of a student’s program. English-learner teams and classroom educators coordinate updates and use that shared context for support. Program participation, proficiency, and instructional evidence describe related but different facts. Program owners coordinate the definitions and review dates used in student-level or aggregate analysis.

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.

One-to-one checks depend on the selected skill, teacher administration, and date. Early-learning teams connect repeated results with classroom evidence to guide grouping, instruction, and family conversations. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.

Gradescope is a grading and assessment-workflow platform from Turnitin. Educators collect paper or digital work, group similar answers, apply shared rubrics, return feedback, and examine item-level results.

A score is tied to submitted work, a rubric, and a grading decision. Teaching teams coordinate rubric revisions and review so item-level comparisons retain the context in which work was scored. Data teams preserve the original measure and scoring context when results are matched with other records. Scores from different instruments are not automatically interchangeable.

Gradient by GradeCam supports scoring paper answer forms with a document camera or scanner, alongside online assignments, item creation, standards alignment, and assessment reports. Teachers use it to turn student responses into evidence for grading and instructional review.

A scanned response must match the correct student, test form, and scoring key. Teachers and assessment teams reconcile those links before interpreting item results or using them for instructional decisions. Roster changes and assessment windows create continuing coordination work. Assessment staff and teachers distinguish a missing result from a student who was not expected to test.

HMH Math Growth Measure is HMH’s computer-adaptive interim mathematics assessment delivered through the Ed platform. It estimates current achievement and growth and reports information by mathematical domain and skill across repeated administrations. Teachers use results to plan mathematics instruction and targeted support.

Mathematics results need a consistent measure and administration context to support growth analysis. Teachers and assessment staff connect domain evidence with classwork and the support provided during the intervening period. Roster changes and assessment windows create continuing coordination work. Assessment staff and teachers distinguish a missing result from a student who was not expected to test.

HMH Reading Growth Measure is HMH’s computer-adaptive interim reading assessment delivered through the Ed platform. It measures reading performance and growth across administrations and provides domain, skill, and instructional information connected with HMH reporting and curriculum environments.

The reading measure, testing window, and domain context give a growth result meaning. Assessment and literacy teams connect repeated evidence with student rosters and the instruction provided between administrations. A score needs its measure, date, grade or level, and administration context to remain meaningful when reused in a dashboard or support discussion.