Four Diagnostic Assessments
A1, A2, A3 and A4 each serve a defined longitudinal diagnostic purpose.
Key features
Described from the product architecture. These screens are not available in the current school, teacher or student login.
Curriculum Mapping
Map curriculum, concepts, competencies and prerequisite relationships.
AI-Powered Analysis
Analyse evidence across academic mastery and learning-depth dimensions.
Teacher Dashboard
Identify students, topics and learning patterns requiring attention.
Management Dashboard
View macro academic intelligence across grades, subjects and sections.
Parent Dashboard
Provide simplified child learning and progress information after results are released. No class ranking.
How it works
Assess
Students complete a diagnostic assessment.
Identify
Evidence points to topics and learning-depth patterns that need attention.
Analyse
Separate an individual pattern from a class-wide one. Do not infer unsupported causes.
Recommend
Suggest an academic action. The school decides whether to use it.
Measure Again
The next assessment shows what changed. It does not claim a specific intervention caused the change.
Student Response↓
Diagnostic Analysis↓
Learning Pattern↓
Learning Gap↓
Academic Recommendation↓
Next Assessment↓
Progress Measurement
Five learning-depth parameters
Illustrative learning-depth profile
Example only, from the product design. Not a live school result. Application is highlighted because that is where this example needs attention.
Conceptual Understanding
The underlying idea, not only a recalled definition.
Comprehension & Interpretation
Questions, passages, diagrams, tables and data.
Application
Using an idea in a new or unfamiliar situation.
Reasoning & Analysis
Connecting information and multi-step problems.
Retention & Transfer
Keeping prior learning and using it later or elsewhere.
From Marks to Meaning
The platform does not simply say “Mathematics = 58%”. It aims to identify a location such as “Algebra → Simplification of Expressions → Application”. These are evidence-based academic classifications, not labels of intelligence or ability. Where evidence is thin, the honest output is that more assessment is needed, or “Possible Prerequisite Gap”.
Foundational Gap
Missing prerequisite knowledge for the present concept.
Conceptual Gap
The underlying concept needs attention.
Comprehension Gap
Difficulty interpreting the question, diagram or data.
Application Gap
The idea is known in a direct form but not yet used in a changed situation.
Reasoning Gap
Difficulty connecting information or completing multi-step reasoning.
Retention / Transfer Gap
Earlier learning is not being kept or carried into another context.
Persistent Gap
The same or a related weakness continues across assessments.
Give Teachers Answers, Not More Data
What needs attention?↓
Who needs attention?↓
What happened?↓
What type of learning difficulty exists?↓
Is it individual or class-wide?↓
What should be prioritised?↓
What academic action is recommended?↓
Has performance improved?
Language stays careful: “Needs Attention” and “Current evidence indicates…”. The platform does not call a learner weak, or infer that a class-wide gap means teaching was poor.
Assessment cycle
Start of grade
Prerequisite knowledge and a learning-depth baseline. It does not test new-grade content that has not been taught.
Periodic Diagnostic 1
Actual completed curriculum and current gaps.
Periodic Diagnostic 2
Measure movement and identify emerging or persistent gaps.
Final / Year-End
Evaluate progression and longitudinal movement.
Version 1 does not promise examination-mark prediction, proctoring, face recognition, student leaderboards or live generative remediation.
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