• Students, do you wish there were more assignments and exams?
  • Parents, do exam results accurately reflect your child’s ability?
  • Teachers, do you wish you had more marking?

If you answered “no” to any of these, then read on…

Without a doubt, there is general consensus between research and educational leaders that exams are no longer a good form of assessment. But the problem is not knowing this fact, the problem is finding its replacement.

We believe we’ve found the replacement. A radical new assessment engine that is able to determine true understanding by looking at ‘how’ students learn more than ‘what’ they learn.

It has taken over 2 years to design and refine this new assessment engine, with trials showing an unexpectedly high degree of accuracy. The team at Mosaix is working closely with the Canberra Institute of Technology (CIT), along with academic leaders from the Australian National University (ANU) and the University of Canberra (UC) to make the engine even better.

So what does this mean?

Students, you will be able see how much of each subject and lesson you have completed (see below).

The “completed” score is a measure of your true understanding at any point in time, as you are learning it. Yes, as you learn in class or at home. And you can go back to any lesson and improve your understanding, if you want to, and improve your final grade.

Teachers, you will be able to see how much of a subject each student or your entire class has completed, and where you need to focus your attention (see below).

The “completed” score, similar to the student’s dashboard, is a measure of your class’s average true understanding during class, or at any point in time, updated every minute.

Also, you are able to see how engaged (on average) your class is, at any point in time. What does this mean? It means that while you are teaching, you can adjust your teaching style to see how it affects your class’s overall engagement.

Parents, you will be able to monitor your child’s progress in real time, giving them the attention they need, if they need it, when they need it.

With this new engine, the ideal state of “the forever learner” is now within grasp. No longer are we stuck with single point-in-time exams to forever label who we are. We now have a real alternative that is more aligned to the types of assessments needed for education in the 21st century.

For more information on leading research into 21st century assessment, refer to
Fadel, Charles, Honey, Margaret, & Pasnik, Shelley (May 18, 2007).
“Assessment in the Age of Innovation.”