Assessment Train

The goal of the Assessment Train feature is to make the learning process visible, concrete, and easily trackable, regardless of learners' knowledge and skill levels. Designed for early childhood and elementary education, the graphical environment and user interface of the Assessment Train are created to be motivating, attractive, and suitable for a child's world. Learners do not need to know how to read to use the Assessment Train.

With the implementation of the Assessment Train, students practice learning to learn, planning their own learning, setting goals, and self-assessing during the learning process with the support of the teacher. The aim is also to facilitate the transfer of information and transition from preschool to first grade, as well as from second grade to third grade. At the same time, educational objectives can be presented in a more understandable format for parents.

The Assessment Train is particularly useful in flexible early childhood and elementary education, in education that is not tied to specific grade levels, and in classrooms that enable individualized learning paths for students. The use of the Assessment Train is not tied to any specific textbooks.

Teachers can access ready-made Assessment Trains in Qridi or create their own. Each Assessment Train contains a set of learning objectives related to the train's topic, which are divided into the train's carriages. For example, in the Math Train, the first carriages are "I can classify," "I can compare," and "I can sequence and order."

The content of the ready-made Assessment Trains in Qridi is broken down into clear learning objectives in separate carriages. Subject matter experts have assisted in breaking down, grouping, and placing content into carriages. Schools or municipalities can also create shared Assessment Trains in Qridi.

Together with the teacher, students can assess their own competence in relation to the learning objectives of each carriage. Usually, competence is assessed several times per semester. It is possible to document one's own competence in each carriage in a clear manner using video, images, audio recordings, and text. Documentation can be done by the student or the teacher.

All stakeholders involved in the learning process—the teacher, parents, and the learner themselves—can monitor the student's practice, goal setting, and progress in their studies. When students assess their competence in the objectives of different carriages, color-coded markings appear in Qridi based on the assessments made. Teachers, parents, and students can see a real-time picture of students' progress. Students have the opportunity to receive encouraging feedback from both parents and teachers during the learning process.