The Results Summary report provides you with a visual overview of your classes and individual students' proficiency levels in each skill group.
To assign recommended practice, navigate to the Practice Recommendations report.

Class results

Results Summary circle charts, showing Capitalization percentage results and Plural and Possessive Nouns percentage results

The circle charts at the top of the page display the average diagnostic results for your class.

  • Each card is associated with one skill group. A skill group aggregates multiple specific skills. For example, the skill group "Prepositional Phrases" contains three skills: 1. Subject-Verb Agreement 2. Prepositional Phrases 3. Adjectives, Adverbs, & Prepositional Phrases

  • The label that says the number of students that need practice indicates which students are not yet proficient in the skill group

  • Proficiency means the students got all of the skills in the skill group correct

  • Need practice means the students who got at least one skill incorrect in the skill group


Student results

The table below the class summary displays the individual diagnostic results for each student.

A table showing how students in a class performed in a diagnostic, showing a variety of proficiency, partial proficiency, and no proficiency results


Skill group grading

  • Proficiency means the student got all of the skills in the skill group correct

  • Partial proficiency means the student got at least one skill correct and at least one skill incorrect

  • No proficiency means the student did not get any of the skills correct


Individual skills grading

  • With each skill group, the number of skills correct will be displayed for each student

  • Click on a cell box to see how a student performed in specific skills

An example of a student's individual results in the diagnostic, showing a mixture of correct and incorrect skills
  • Fully correct means the students got the skill correct every time it was used

  • Partially correct means the student got the skill correct at least once and at least once the skill was incorrect

  • Not present means that the student did not use the skill

  • The number of correct and incorrect skills counts the instances in the diagnostics in which a skill was triggered

Assigning a growth diagnostic

  • Measure your students' growth by assigning a growth diagnostic. The growth diagnostics work like a post-test and assess your students on the same skills as in the baseline diagnostics, but with different questions.

  • You can assign a growth diagnostic as soon as your students complete the corresponding baseline diagnostic. However, we recommend waiting until your students have completed some or all of their recommended practice. The more recommendations they've completed, the more growth you're likely to see on the growth diagnostic!

  • You can assign a growth diagnostic from the Assign Activities tab, clicking on "Assess student writing with a diagnostic", or through the sidebar on the left-hand side of the screen when viewing a specific Diagnostic Report.

  • For a detailed guide on how to assign a growth diagnostic, click here.

    Measure growth by assigning a Starter Growth Diagnostic (Post) and then a preview and assign button
    A card showing an example of a growth diagnostic that a teacher can assign


Have more questions?

Please feel free to live chat with us through the green message bubble on the bottom right corner of the screen or email us at hello@quill.org.

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