Math Assessment Reports
Before a trial class, students provide their personal information and set their educational goals. Once they have set up their profile, they will be sent a 15-question adaptive assessment, where questions adjust based on the student’s performance. Once the student has submitted their assessment, an assessment report will be generated for you and the student to review.​
Page 1
The first page of the assessment report will show the student's status, based on the assessment that they took. There are four levels a student can be assigned based on their score.
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If they score below 50%, they have "room for improvement." These students have not met grade-level expectations.
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If they score between 50 and 70%, they are "getting there." They've met some grade-level expectations but are not considered on grade-level yet.
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If they score between 70 and 90%, they are considered "on track", meaning they're at grade level.
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If they score above 90%, they are "excelling". They've met the grade-level expectations on their assessment and may be ready to work on content above their grade level.
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The correct rate of questions reflects only individual performance and is not comparable across students. For example, two students with a 9/15 correct rate might be labeled "On Track" versus. "Excelling" because our adaptive assessment uses different questions: "On Track" students receive easier ones than "Excelling" students. Thus, scores like 9/15 relate only to a student’s own question set, not others'.​
You'll notice that Cosmo provides tailored guidance for each level, with a brief message in quotation marks depending on their score.
Page 2
The second page focuses on performance feedback and goes into more detail. Depending on their score for each topic (e.g., Multi-digit multiplication, Multi-digit division, and Fractions), students may be considered "Strengths", "Making progress", or "Room for improvement".
The performance feedback guides the PLP. Each question of the assessment is attached to knowledge points. The knowledge points covered in the topics where no errors occurred will not be included in the PLP. The knowledge points covered in topics with few errors will be included in the PLP, but the emphasis will be on more advanced lessons. The knowledge points covered in topics with many errors will be included in the PLP, and the student will start from the beginning lessons.
For this student, multi-digit multiplication is a strength, so it will not be included in their PLP. The student had some errors dividing multi-digit numbers, so they will start with more challenging lessons involving dividing with multiple digits. Fractions were a struggle, so the PLP will start with a more basic lesson on fractions and build from there.
Page 3
The third page outlines the personalized learning plan, or the PLP. This note at the top will vary slightly based on the student’s assessment performance.
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Each lesson that they need to learn, along with knowledge points, will be included in the student's PLP.
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Below each lesson, you can see the grade that the lesson is from, the lesson topic, and if it was a topic that was tested on their assessment.
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Next to each knowledge point, you will see "easy," "medium," or "difficult." When a student performs relatively well on problems associated with a particular knowledge point, they will receive more challenging lessons of that type. When a student doesn't do well, they will start with the "easy" level lessons.
In the last part of the assessment report, you will see a detailed report of each problem that the student took on their assessment. For each problem, you will see the question, how the student answered the question, and the correct answer. If time permits, you are welcome to review these with your student at the end of a trial lesson to see if you can gain additional insight into their reasoning.
However, there is another case. A student can join Cosmo without taking the assessment. In this case, they will only be given a default personalized learning plan on their school a grade level, as shown below.
How to access the assessment report
If a student completes the assessment before their trial class, the assessment report will automatically upload with the class materials.
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Once a student completes the assessment, Cosmo will send you a message and a link to the results in your app. This will also be sent to you via email.
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During your trial class, you can find the assessment report by clicking the "Materials" button in the app.
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For long-term students, you can click on the "students" tab in your app. From there, select "View Details" to open the student's profile. At the top, you will see that you can click on "assessment" to get the student's assessment reports.
Reviewing the assessment report with parents
In a typical trial class, during the last 5 minutes, we expect you to invite the parents back to class. This is the time to give parent a recap, review the assessment report and personalized learning plan more in depth. Focus on the summary, highlighting the student's strengths, areas for improvement, and how you'll support their growth in future long-term lessons. We don't recommend going over every single assessment question, as that tends to be less engaging than the actual lesson. Save those details for future tutoring sessions!
Start by showing the student's overall performance. This helps parents understand their child's current level. You might say, “Based on the assessment results, your child is at the ‘getting there’ stage. This indicates his level matches his grade, but he still needs some improvement in certain areas, which aligns with my observations during today's class. Let's take a closer look at his performance.”
Note there are two special scenarios you may want to address differently.If the student is rated as “Excelling” with "performance feedback" including two different grade labels, it means the student’s level is above the grade he tested. For example, this student took a G4 test and gained a really good grade, so his Personalized Learning Plan (PLP) will include G5 content.
Another scenario is if the student is rated as “Room for Improvement” with "performance feedback" including two different grade labels, it means the student hasn't met the current grade standards. In this example, the student took a G3 test and was rated as "Room for Improvement." Thus, his PLP will prioritize G2 content before moving to G3.
Next, highlight the student's strengths. This builds confidence, establishes rapport, and sets a positive tone. You might say, "I noticed that Donald has a great understanding of place value, so he is ready to learn more advanced techniques for adding and subtracting decimals! This is a great starting point."
Then, gently move on to the areas where the student needs more support. The goal is to frame this as an opportunity for growth and instill confidence that you can support the student's growth in these areas. You might say, "There are a few areas where Donald could benefit from additional practice, such as understanding fractions and plotting them on a number line. These are areas we’ll focus on during tutoring sessions to help Donald improve."
After discussing strengths and areas for improvement, introduce the Personalized Learning Plan. In this part, it's beneficial to point out how the student's areas for improvement are linked to the PLP. You should also let parents know that the PLP is customizable if they have additional learning goals to add or raise questions about what's on it.
You might say, "We've developed a Personalized Learning Plan with 24 lessons tailored to address Donald's needs. For example, Donald was not able to identify a fraction represented by a model. This suggests he may lack a fundamental understanding of fractions which make plotting fractions and computing with fractions more challenging — so understanding fractions is something we'll focus on. These targeted lessons will support his growth and help him develop a deeper understanding so that he will be successful as content builds on itself. We can always modify the PLP as we go based on your specific learning goals, too!"
Finally, invite parents to ask any questions they may have. This helps ensure that they understand the plan, instills confidence in you as their child's teacher, and allows them to feel involved in their child’s learning journey. You might say, "Do you have any questions or concerns about the report or the learning plan? We’re here to support Donald every step of the way."
As you wrap up the trial lesson, emphasize the benefits of the PLP and the ongoing support the student will receive. Make sure the parents understand that the plan is flexible and will be adjusted as the student progresses.