ESL Student Progress Tracking: Read the Records and Plan Follow-up

Start with the relevant teacher view

Sign in with your teacher account, open Teacher Overview and choose the area you want to review for your class. Saved records appear when you open or refresh a view. The overview is navigation; it does not present a combined live table of scores across all areas.

These views do not display a time-on-task report, flame streaks or the class leaderboard. For an explanation of the activities themselves, see the reading practice guide, listening practice guide and grammar practice guide.

Check the measure before interpreting the number

Assignment percentage: required work completed

Assignment progress compares completed task units with the required units. Required units include the reading, listening and RoboTeacher counts plus the selected writing prompts, grammar topics and vocabulary items. At class level, the requirement also accounts for the students in the class.

A displayed completion percentage answers “How much of this required work is complete?” It does not answer “What percentage of answers were correct?” A missing completion is a reason to check access, the task and the learner's record; it is not proof of low effort.

Reading/listening Success Rate: completed texts divided by attempts

In the reading and listening overview pages, the calculation is completed-text flags ÷ submitted attempts × 100. For example, two completed texts across four recorded attempts gives 50%. Repeated attempts affect this ratio, so it is different from accuracy within an individual exercise.

Standard reading and listening activities require at least seven of eight correct answers to set the completed flag for a text. The overview ratio does not show which individual questions were wrong, and it does not establish that the learner completed the task independently.

Grammar and writing: keep the task and scale attached

In grammar, compare a topic's high score with that topic's target, then use its attempt counts and correct-answer success ratio if you need more context. Do not treat one best score as a measure of first-attempt accuracy. In writing, an average covers the prompts with saved final marks; a missing mark is not a zero. Read the task and gather a current sample before deciding that a change in marks represents a change in ability.

Worked example: from a completion record to a teaching decision

Fictional example: the figures and classroom responses below are invented for explanation. They are not customer records, measured outcomes or a reproduction of a platform screen.

A teacher assigns two reading completions and one grammar topic to a class of four learners. That is three required units per learner and twelve for the class.

The class has completed half the required units. That is all the 50% tells us. It does not mean half the answers were wrong or that the class has reached half of a language level.

Add one short classroom check

Suppose the grammar goal is to form present-simple questions with does + base verb. Give a new statement: “Mina checks the timetable.” Ask the learner to form a question and give a positive short answer.

Model: “Does Mina check the timetable? Yes, she does.” If a learner says “Does Mina checks...?”, ask them to identify which word already carries the third-person form, then try “Omar opens the club.” The follow-up model is “Does Omar open the club?”

Use the auxiliary-verb diagnostic and reference for more examples. This check is a teacher-run task; it is not a claim that the progress view diagnoses this error automatically.

A practical review routine

1. Name the learning goal. Write one observable action, such as forming a question or finding a reason in a short text. Do this before choosing a score to inspect.
2. Open the relevant view. Note the assignment or topic, the measure and the date you checked. Keep completion, attempts, high scores and marks separate.
3. Check the circumstances. Ask about access, instructions and support used. A blank record, a repeated attempt or an unfinished task can have several explanations.
4. Gather one fresh response. Use a short question, explanation, reading response or classroom speaking task that matches the goal.
5. Choose one follow-up and a review point. Offer an access fix, a clearer example, a supported retry or a new challenge. Check the same goal again after that step.

For a brief independent response at the end of a lesson, adapt the exit-ticket templates. For setting the next platform task, return to the online assignment walkthrough.

Keep classroom evidence and game signals in context

Platform records describe work recorded by the platform. They do not measure everything a learner can say, understand or write. Use the speaking rubric and observation sheet for classroom interaction, and the adult needs analysis questionnaire to connect practice choices to communication goals.

Keep the conditions attached to an observation: the task, date, support used and what you actually heard or read. A score on one practice task is not a CEFR result, and different task types or support levels are not automatically comparable.

What points, rank and flames cannot tell you

The home-page leaderboard can include game extra points and bonuses. A learner can fall in rank because other learners gained points; that does not prove they reduced their own participation. Flames are earned from five recorded visits or refreshes at least five minutes apart, rather than from marking completed language tasks. A flame is therefore not evidence of a study duration, a completed assignment or language mastery.

If you discuss game signals with a learner, use them as a starting point for a conversation. Base a teaching decision on the relevant task record and a current response, rather than publicly ranking learners' effort or ability.

Use precise language in reports

A useful report distinguishes the record from the interpretation: “Two of the three required task units are complete. In today's classroom check, the learner formed the question with support. We will practise one new example and check it again next lesson.” This is a fictional wording example, not a claimed result. Avoid turning completion percentages into statements about overall proficiency.

Frequently asked questions

What can teachers see in the progress views?

Teacher Overview links to separate Assignments, Reading, Listening, Grammar, Writing and RoboTeacher views. Their records differ: assignment task completion, reading/listening completed texts and attempts, grammar topic scores, writing marks, and RoboTeacher points and last reading date. Open or refresh the relevant view to see saved work.

Does reading or listening Success Rate mean answer accuracy?

No. In these overview pages, Success Rate is completed-text flags divided by submitted attempts, multiplied by 100. For example, two completed texts across four recorded attempts displays 50%. It is not the percentage of individual questions answered correctly.

What does an assignment completion percentage measure?

It compares completed task units with required task units for the assignment. The class percentage also includes the students in the class. It describes progress through required work, not a class average achievement score or a proficiency level.

Do points or flames prove that a learner is improving?

No. Points can include game and bonus activity, and flames are based on recorded visits or refreshes rather than completed language tasks. Neither is a measure of language proficiency, study time or independent mastery. Check the relevant task record and a fresh classroom response.

How should a teacher choose the next lesson from these records?

Check which task and measure you are viewing, confirm access and completion, then examine a fresh response to the same learning goal. Decide whether the learner needs access support, a clearer explanation, another attempt or a new challenge. Use classroom speaking and writing evidence alongside platform records.