- Teacher Assessment
- Formative Evidence
- Targets
- Progress Over Time
- Cohort Review
- Human-Reviewed AI
Learner
Keep every assessment connected to the correct learner.
Subject
Preserve the curriculum or subject context.
Class
Connect assessment to the appropriate teaching group where relevant.
Year Group
Understand the educational stage in which the record was created.
Academic Period
Retain the relevant year, term, assessment window or review cycle.
Assessment Type
Distinguish baseline, formative, summative and school-defined assessment activity.
Evidence
Connect appropriate learner work, comments and supporting information.
Next Steps
Link results to feedback, targets, resources and subsequent review.
The purpose is not simply to collect more assessment data. It is to make assessment information easier to interpret and use responsibly.
School Frameworks
Use assessment structures configured around the school’s approved approach.
Subject Frameworks
Apply relevant criteria or outcome structures to individual curriculum areas.
Phase-Specific Frameworks
Support suitable models for early years, primary, secondary and post-16 contexts.
Custom Assessments
Use school-defined assessment structures where enabled.
Scores
Record appropriate numerical values where the framework requires them.
Grades
Use configured grade structures.
Teacher Judgements
Record professional assessment outcomes where appropriate.
Narrative Evidence
Include written assessment information where a score alone would not explain progress.
Framework Version
Preserve which definition or framework was applied when the record was created.
Changing a framework should not silently change the meaning of historical assessments.
Initial Position
Record appropriate assessment information at the beginning of the defined learning period.
Subject Context
Keep the baseline connected to the relevant curriculum area.
Assessment Date
Make clear when the starting point was established.
Framework
Identify the criteria or assessment model used.
Evidence
Connect relevant work or observations where appropriate.
Teacher Comment
Add professional context that may help later interpretation.
Missing Information
Make incomplete baseline evidence visible.
Later Comparison
Use the baseline as one relevant reference point rather than an unquestionable prediction of future attainment.
A baseline describes the evidence available at a particular point. It should not become a permanent label on the learner.
Current Understanding
Record what the learner has demonstrated.
Strengths
Recognise knowledge, skills and successful approaches.
Misconceptions
Identify specific areas requiring further teaching or clarification.
Areas for Development
Describe what the learner may need to practise or revisit.
Evidence
Connect relevant work, observations or responses.
Feedback
Give clear information about progress.
Next Step
Record an appropriate teaching or learning action.
Follow-Up
Review later evidence to understand whether the learner’s position has changed.
Formative assessment should support teaching. It should not create an automatic judgement about the learner’s ability or future attainment.
Teacher Entry
Allow authorised teachers to record assessment information for assigned learners and classes.
Subject Responsibility
Keep assessment entry within the teacher’s appropriate curriculum scope.
Professional Judgement
Record permitted teacher-assessed outcomes.
Comments
Add relevant explanatory context.
Evidence
Connect learner work or observations where appropriate.
Status
Distinguish working assessment information from reviewed or approved outcomes.
History
Preserve relevant earlier teacher assessments.
Moderation Context
Record appropriate review or moderation information where the school has enabled that workflow.
The teacher remains responsible for the professional assessment entered in their name.
Data Drops
Record configured assessment snapshots at defined points.
Working Grades
Maintain the learner’s current school-assessed position.
Target Grades
Record agreed targets where the school uses them.
Predicted Outcomes
Keep authorised predictions separately identifiable from achieved outcomes.
Teacher Judgements
Record the relevant professional view.
Attitude to Learning
Use school-defined indicators where appropriate.
Formative Comments
Add useful context beyond the headline value.
Review Windows
Keep assessment points organised by the correct reporting period.
Historical Comparison
Review earlier records without silently overwriting them.
A predicted result should remain clearly different from an achieved result.
Academic Targets
Record appropriate subject or curriculum goals.
Target Grade
Maintain a configured target where the school uses grade-based approaches.
Success Criteria
Explain how progress towards the target will be recognised.
Starting Evidence
Connect relevant assessment information.
Responsible Staff
Make clear who is supporting or reviewing the target.
Review Date
Set an appropriate point for reconsideration.
Learner Voice
Include the learner’s own goals where appropriate.
Feedback
Connect teacher comments and next steps.
Review Outcome
Record whether the target remains appropriate, requires adjustment or has been achieved.
Targets should support teaching and learning. They should not become fixed ceilings on what a learner can achieve.
Assessment Timeline
Review relevant records in chronological order.
Subject Progress
Follow progress within a defined subject.
Assessment Window
Compare appropriate academic periods.
Baseline to Current
Review change from an identified starting point.
Target Progress
Consider current evidence alongside agreed targets.
Grade History
See how recorded grades or judgements changed.
Evidence History
Connect assessment outcomes to learner work and teacher feedback.
Framework Changes
Make changes in assessment structure visible.
Missing Data
Show when incomplete assessment points limit interpretation.
A line moving upwards on a graph does not automatically explain why progress occurred.
Assessment Points
Plot relevant values over an appropriate period.
Targets
Show configured targets alongside current outcomes where meaningful.
Baseline
Retain the relevant starting point.
Subject Context
Keep charts tied to the appropriate curriculum area.
Time Period
Make the dates represented by the visual clear.
Framework
Avoid combining values that use incompatible assessment scales.
Missing Values
Show gaps rather than inventing intermediate results.
Drill-Through
Allow authorised users to review the assessment records behind the visual.
Charts should summarise assessment information. They should not conceal the quality or limitations of the data.
Learner Work
Link relevant submitted work.
Assignments
Connect the task that generated the assessment.
Teacher Observations
Maintain relevant educational evidence.
Assessment Comments
Record professional context.
Feedback
Keep learner-facing comments linked to the assessment activity.
Uploaded Evidence
Connect appropriate supporting material where enabled.
Resource Context
Identify the learning material or activity involved.
Date
Preserve when the evidence was created.
Source
Keep the author or contributor visible.
Evidence supports the assessment record. It does not need to become a duplicate copy of the entire learner portfolio.
What Went Well
Recognise what the learner demonstrated successfully.
Areas to Develop
Identify specific learning requiring further attention.
Next Step
Give a clear and appropriate action.
Learner Feedback
Share approved feedback in an age-appropriate way.
Family Feedback
Make relevant progress information available to linked families where configured.
Resources
Connect suitable materials for further learning.
Homework
Use assessment information to inform relevant follow-up tasks where appropriate.
Target Update
Review whether an existing target should change.
Later Review
Connect the next assessment point back to the earlier feedback.
Feedback remains a form of professional communication. The person sending it is responsible for its accuracy, tone, and suitability.
Areas of Learning
Record assessment within the selected early-years structure.
Observations
Connect appropriate evidence from the learner’s activity.
Professional Judgement
Maintain relevant practitioner assessments.
Starting Points
Record appropriate baseline context.
Evidence Over Time
Build a chronological view of learning and development.
Family Contributions
Connect approved family evidence through the appropriate workflow.
Review
Consider later evidence without treating one observation as a fixed conclusion.
Transition
Prepare relevant reviewed evidence when the learner moves into the next phase.
Schools remain responsible for applying the current assessment requirements relevant to their setting.
Reading
Maintain relevant assessment and progress information.
Writing
Record teacher judgement and supporting evidence.
Mathematics
Track appropriate assessment outcomes.
Science
Maintain relevant teacher-assessed information.
Phonics
Record appropriate school-held screening outcomes where configured.
Multiplication
Maintain relevant school-held assessment information where used.
Key-Stage Assessment
Record configured assessment outcomes.
Internal Tests
Use school-defined assessment structures.
Targets
Connect relevant learner goals and review information.
Progress
Review assessment evidence over time.
EdiWay helps schools organise assessment records. The school remains responsible for current official assessment processes and requirements.
Subject Assessment
Record the learner’s current position within each relevant subject.
Working Grades
Maintain authorised internal grades.
Targets
Track appropriate subject-level targets.
Predicted Outcomes
Keep predictions separate from achieved outcomes.
Internal Exams
Record relevant school-held results where configured.
Teacher Judgement
Add professional assessment context.
Data Collections
Organise termly or school-defined assessment points.
Progress Review
Compare appropriate assessment periods.
Cohort Analysis
Allow authorised staff to review defined groups.
Qualification Context
Connect later outcomes to the relevant qualifications workflow where enabled.
A-Level Progress
Record appropriate subject-level assessment information.
Vocational Programmes
Use suitable assessment structures where configured.
Functional Skills
Maintain relevant progress records.
Internal Assessment
Record teacher and provider-held assessment information.
Targets
Connect agreed educational outcomes.
Predicted Results
Keep authorised predictions identifiable as predictions.
Achieved Results
Record confirmed school-held outcomes through the appropriate workflow.
Progress Reviews
Support structured learner review conversations.
Destination Context
Connect relevant progression information to the separate results and destinations workflow.
The assessment structure should reflect the learner’s actual programme rather than forcing every post-16 learner into an A-Level model.
Internal Assessment
Working grades, teacher judgements and school assessment points.
Predicted Outcomes
Authorised expectations recorded before the final result.
Qualification Entry
Belongs to the relevant qualification or exams workflow.
Confirmed Results
Keep final results distinct from internal working grades.
Destinations
Maintain progression and destination information in its appropriate context.
Historical Connection
Allow authorised users to understand how earlier assessment relates to later outcomes.
A predicted GCSE grade should never silently become a confirmed GCSE result.
Class
Review assessment information for a teaching group.
Subject
Consider outcomes within the appropriate curriculum area.
Year Group
Review a clearly defined learner population.
Assessment Window
Compare learners assessed within the same relevant period.
Attainment Distribution
Understand the recorded spread of outcomes.
Progress
Compare suitable assessment points where the framework supports it.
Target Position
Review learner outcomes against configured targets.
Missing Assessments
Identify incomplete records.
Group Context
Review appropriately authorised groups without creating misleading conclusions.
Drill-Through
Move from aggregate information to relevant learner records where permitted.
Cohort reporting should state who is included. An unexplained average can hide missing learners, changed frameworks or incomplete data.
Disadvantaged Learners
Review authorised outcomes within a defined population.
SEND Cohorts
Consider appropriate academic outcomes without exposing confidential SEND case information.
Pupil Premium
Review relevant school-held assessment information where configured.
Gender
Compare permitted outcome data within a defined context.
Ethnicity
Review appropriate equality-monitoring information.
Other School Groups
Use configured cohorts where there is a legitimate educational purpose.
Small Cohorts
Apply appropriate care where small populations could make individual learners identifiable.
Missing Data
Show where incomplete learner or assessment information limits comparison.
A difference between two groups does not, by itself, explain why that difference exists.
Progress 8 Context
Maintain relevant source information and school-held calculations where enabled.
Attainment Analysis
Review appropriate attainment information.
Subject Outcomes
Consider results within a defined subject and learner population.
Gap Analysis
Identify recorded differences that may merit further human review.
Pupil Premium Context
Review appropriate assessment information for the relevant cohort.
SEND Outcomes
Consider school-held outcomes without reducing SEND to a performance label.
Defined Population
Make clear which learners are included.
Defined Period
Show the academic year or assessment window.
Calculation Basis
Explain how the measure was produced.
Data Readiness
Show when missing or unvalidated records limit the calculation.
EdiWay should not present an internal performance calculation as an official government result unless it has been appropriately reconciled with the authoritative source.
Missing Assessments
Identify learners without an expected record.
Incomplete Assessment
Show when required information has not been completed.
Not Yet Assessed
Keep this different from a low score or unsuccessful result.
Does Not Apply
Allow an explicit non-applicable state where appropriate.
Invalid Values
Identify information that does not match the selected framework.
Wrong Period
Surface records connected to an inappropriate assessment window.
Duplicate Records
Help authorised staff investigate overlapping assessment entries.
Unexpected Population
Identify learners incorrectly included in a class or cohort.
Framework Mismatch
Avoid comparing values from incompatible assessment structures.
Data Readiness
Explain when missing information materially limits analysis.
A blank assessment field should remain blank until the school knows what it means.
Authorised Editing
Limit corrections to users with the appropriate responsibility.
Previous Value
Retain appropriate historical context where the workflow supports it.
New Value
Make the current approved assessment clear.
Reason
Capture an explanation for a material correction where appropriate.
Actor
Record who made the supported change.
Date
Preserve when the update occurred.
Evidence
Connect supporting context where relevant.
Status
Distinguish a corrected draft from a reviewed outcome.
Reporting
Ensure later reports use the appropriate current record while retaining necessary historical context.
The website should not describe every assessment record as universally immutable unless that behaviour has been tested across the relevant workflows.
Assessment Record
Start with the teacher-entered information.
Evidence
Review appropriate learner work or supporting information.
Reviewer
Identify the authorised person involved.
Comments
Record relevant review context.
Status
Make clear whether an assessment remains provisional or has been reviewed.
Change Reason
Explain material adjustments where appropriate.
History
Preserve suitable earlier assessment context.
Accountability
Keep the approved outcome associated with the responsible authorised user.
Technology can organise moderation evidence. It cannot replace professional educational judgement.
Current Position
Review appropriate recent assessment information.
Earlier Position
Consider relevant previous assessment points.
Strengths
Recognise demonstrated progress.
Areas for Development
Identify learning requiring further attention.
Targets
Review goals and progress, identifying achievements, gaps, and needed adjustments.
Learner Voice
Allow the learner to contribute their own view where enabled.
Actions
Agree appropriate next steps.
Resources
Connect useful learning material.
Review Date
Set an appropriate point to reconsider progress.
The review should support the learner’s next stage of learning rather than simply repeat assessment numbers back to them.
Approved Results
Share assessment information the school has chosen to make family-visible.
Progress
Provide suitable context around changes over time.
Feedback
Share relevant teacher comments.
Targets
Make appropriate learner goals visible.
Reports
Provide approved progress reports where enabled.
Next Steps
Help families understand the current learning focus.
Family Response
Allow relevant family contributions through enabled communication or review workflows.
Multiple Children
Keep each linked learner’s assessment information separate.
Internal working grades, moderation notes or sensitive support information do not need to become automatically family-visible simply because they relate to assessment.
Results
See suitable assessment outcomes.
Feedback
Review teacher comments.
Targets
Understand current learning goals.
Assignments
Connect assessment feedback back to relevant work.
Progress
See appropriate change over time.
Next Steps
Understand what to work on next.
Learner Reflection
Contribute an age-appropriate view where enabled.
Evidence
Review relevant submitted work.
The learner experience should make assessments easier to understand rather than expose every internal school data field.
Select the Class
Start from the current teaching context.
Choose the Assessment
Use the relevant framework and assessment window.
Enter Outcomes
Record appropriate scores, grades or judgements.
Add Context
Include comments or evidence where useful.
Review Missing Records
Identify learners whose assessment remains incomplete.
Give Feedback
Connect suitable comments and next steps.
Set or Review Targets
Maintain appropriate learner goals.
Submit or Review
Move the assessment through the relevant school process.
Return Later
Use the same context to review later progress.
Resource Assignment
Provide relevant learning material.
Homework
Set appropriate follow-up activity.
Practice
Give learners opportunities to revisit identified areas.
Extension
Support further challenge where appropriate.
Submitted Work
Connect later learner evidence.
Feedback
Review how the learner responded.
Follow-Up Assessment
Use later evidence to reconsider current understanding.
Assessment can inform the next teaching action without requiring an automated recommendation engine.
Academic Evidence
Connect relevant attainment and progress information.
Teacher Observations
Include appropriate educational context.
Patterns Over Time
Review relevant learning evidence.
Support Planning
Allow authorised SEND staff to use selected assessment evidence.
Intervention Review
Consider academic progress within an appropriate support review.
Classroom Strategies
Connect agreed educational actions back to teaching.
Information Boundaries
Keep sensitive SEND evidence separately controlled.
Human Review
Ensure SENCOs and authorised staff remain responsible for support decisions.
A low assessment score does not diagnose SEND. A high score does not rule SEND out.
Baseline
Record appropriate pre-intervention academic information.
Target
Define the intended educational outcome.
Current Position
Connect later assessment evidence.
Delivery Context
Review what support was actually provided.
Learner Evidence
Use appropriate work or observations.
Human Review
Allow authorised staff to interpret the available information.
Data Gaps
Make missed delivery or missing assessment information visible.
Next Step
Continue, adjust or conclude support through the appropriate human-led process.
An improvement after an intervention does not automatically prove that the intervention caused the improvement.
Teachers
Enter and review assessment for assigned learners, classes and subjects.
Subject Leaders
Review authorised subject assessment and cohort information.
Phase and Year Leaders
Consider permitted learner-group progress.
School Leaders
Use appropriately scoped assessment information for school-level review.
SENCOs
Use selected academic evidence within authorised SEND workflows.
Parents and Carers
Access progress information approved for their linked learner.
Learners
See age-appropriate results, feedback and targets where enabled.
School
Which organisation owns the assessment?
Learner
Does the user have responsibility for this learner?
Class
Is the learner part of an assigned teaching group?
Subject
Does the user have the relevant curriculum responsibility?
Assessment Framework
Is the user permitted to enter or review this type of assessment?
Action
Can the user view, enter, edit, moderate or approve?
Reporting
Is the user authorised to review cohort-level information?
Family Relationship
Has the school approved the information for family visibility?
Information Domain
Does the assessment connect to restricted SEND or other sensitive evidence?
Access to assessment information should not automatically expand access to unrelated learner records.
Feedback Drafts
Prepare an initial learner-feedback draft.
Progress Summaries
Organise selected assessment points into a working narrative.
Report Drafts
Help prepare academic progress-report wording.
Review Questions
Suggest questions an authorised teacher or leader may wish to consider.
Evidence Summary
Summarise selected permitted assessment information.
Family Communication
Prepare a clearer draft explanation of progress.
Learner-Friendly Wording
Adapt approved assessment information into more accessible language.
Missing Context
Highlight where important information may be absent.
Every AI output remains a draft.
An authorised person must review the evidence, interpretation and proposed wording.
EdiWay AI does not:
- Set the final assessment grade autonomously
- Replace teacher judgement
- Diagnose SEND from attainment data
- Predict a learner’s future qualification result as fact
- Make safeguarding findings
- Convert an internal grade into an official qualification result
- Submit assessment information to an external authority autonomously
1. Set the Context
Choose the school, class, learner, subject, period and assessment framework.
2. Record the Evidence
Enter the appropriate score, grade, judgement, comment or supporting evidence.
3. Check Completeness
Identify missing learners, values or incompatible information.
4. Review
Use the appropriate teacher, moderation or leadership process.
5. Give Feedback
Share approved information with the learner where appropriate.
6. Set the Next Step
Connect assessment to targets, teaching, resources or homework.
7. Communicate
Share appropriate progress information with linked families where configured.
8. Compare Later
Review future assessment points against the appropriate earlier context.
9. Analyse Carefully
Use cohort or school reporting only when the population and data are sufficiently clear.
10. Preserve History
Keep previous assessment context when frameworks, teachers or outcomes change.
- Which assessment is current
- Which framework was used
- Whether every learner was assessed
- Whether a grade is working, predicted or achieved
- What evidence supported the judgement
- Whether feedback was given
- Whether a target was reviewed
- Whether the assessment was corrected
- Whether two assessment points are genuinely comparable
- Whether missing data is affecting a cohort report
- What action followed the assessment
EdiWay keeps assessment closer to the learner, class, subject and learning workflow that created it. The goal is not simply better data collection. It is more useful evidence for the next educational decision.
EdiWay is designed to support baseline, formative, summative, teacher-entered and school-defined assessment structures.
Available frameworks depend on school configuration and current release status.
Configurable or custom assessment structures may be available according to the school’s setup and enabled functionality.
The school remains responsible for the educational quality and interpretation of its framework.
Teachers can enter relevant assessment information within their authorised learner, class and subject scope.
Yes.
Formative workflows can record current understanding, strengths, development areas, feedback, evidence and next steps.
Assessment records can be reviewed longitudinally where the underlying frameworks and assessment points support meaningful comparison.
Changed frameworks and missing data should remain visible.
Target-setting and review can be supported within configured assessment workflows.
Targets remain subject to professional review and should not be treated as fixed limits on learner attainment.
Progress visualisation can be supported using relevant assessment points.
The underlying dates, framework and missing information should remain available to authorised users.
EdiWay includes assessment structures that can support early-years contexts.
Schools remain responsible for confirming that the exact current framework they require has been configured appropriately.
Primary assessment information can include teacher judgements, school-defined assessments and appropriate school-held national-assessment information where configured.
Yes.
The platform can support subject assessment, internal data points, targets, working grades and progress review.
Post-16 academic and vocational progress information can be maintained where the relevant assessment structure is configured.
EdiWay can support school-held performance-measure workflows where the required source data and calculation approach have been configured and validated.
The school should reconcile significant performance information against the appropriate authoritative source.
Authorised users can review suitable assessment information across defined classes, subjects, year groups or other configured groups.
The population, time period and missing information should remain explicit.
Appropriate academic information can be reviewed for authorised SEND cohorts.
That reporting should not expose confidential SEND case information to ordinary assessment users.
Linked parents and carers may see assessment information the school has approved for family visibility.
Internal working data does not need to become automatically visible.
Learners can access suitable results, feedback, targets and progress where the school has enabled that experience.
Yes.
Assessment evidence and feedback can connect to resources, assignments and later learner submissions through enabled learning workflows.
No.
Academic attainment may contribute evidence to a wider educational review, but it does not diagnose SEND or a learning condition.
EdiWay AI should not replace the teacher’s professional judgement for assessment outcomes.
AI may assist with feedback, summaries, reports and preparation where enabled.
Do not assume a live government submission connection unless the specific workflow has been implemented, tested and documented.
Schools remain responsible for official processes and submissions.
Supported workflows can retain relevant history around assessment changes.
The website should not claim universal immutable logging unless that behaviour has been verified across the applicable assessment types and edit paths.
This page focuses on ongoing academic assessment and progress.
Formal qualifications, confirmed results and destinations should be handled through the separate Qualifications, Results and Destinations workflow.
Schools can start with relevant available assessment frameworks and progressively connect targets, feedback, resources, reporting and other workflows.
Availability may depend on configuration, permissions, subscription and controlled rollout.
Assessment and Progress
See how academic assessment connects with educational profiles, support evidence and the wider learner journey.
Teacher and Classroom Workspace
Enter assessment, review learner evidence and give feedback directly from the teaching context.
Resources, Homework and Evidence
Connect assessment to learning materials, assignments, submissions and follow-up activity.
SEND, Safeguarding and Wellbeing
Connect relevant academic evidence into authorised support workflows without treating attainment as diagnosis.
Parent and Learner Experience
Share approved progress, feedback and targets with learners and linked families.
Reporting and Administration
Review assessment completeness, cohorts, progress and school-level information.