Define the tool
Set its name, description, language, target age range and clinical disciplines. Keep the purpose and intended scope clear before adding assessment content.
Assessments
Build assessments. Record answers. Review results.
Create your organization’s tools or choose a published one. Decide what to assess for each child and who will contribute, then collect answers and observations and review the report and next steps.
Reuse the tool across children. Keep each assessment’s answers and report separate.
Tool
Assign
Answers
Report
Build or select a tool, then assign the assessment and the people who will complete it.
Choose tools and assign each participant’s work.
Create the child’s assessment and choose its tools, domains, participants and due date.
Set the purpose and timing
Name the assessment, describe its purpose, choose the relevant departments and set a due date. Review the setup before assigning it.
Use one tool or several
Select published tools together in the same assessment. Each selected tool keeps its pinned revision, so the team works from a defined assessment structure.
Choose domains and levels
Select the domains and, where supported, levels relevant to the learner. The assignment scope need not include every part of every tool.
Bring the appropriate people together
Select eligible internal specialists, include an external therapist through their Passport code or assign a parent to contribute. Access follows the learner relationship and permissions.
Give every domain a clear owner
One person can complete the whole assessment. With multiple participants, assign one responsible rater to each domain.
Review before activation
Review the tools, scope and team, then save a draft or assign the assessment. The setup flags an existing active assessment rather than silently creating the same work again.
- Families answer their assigned part.Parents contribute the domains assigned to them. Collection, supervision and clinical interpretation remain distinct responsibilities.
- Changes respect work already started.Editing depends on the assessment’s status. A domain with recorded scores stays with its rater; finalized and archived records are not freely editable.
Record the answer and what you observed.
Open your assigned items, follow the scoring instructions and add observations. Check completion and saved changes before submitting.
Questions and instructions together
Move through your assigned tools, domains and levels. Read each question and its instructions, then record the answer.
An answer, score and note
Choose the score defined by the item and add your observation. The record keeps the rater and assessment it belongs to.
Measure time and capture observations
Use domain timing and the item timer with response counts. In supported workspace sessions, ABC notes, Activity Tracker and ABC insights are available alongside assessment.
Know what is saved
See which answers are saved, waiting to save or failed. Retry when needed.
Submit domains deliberately
Review unanswered items and add a completion note when submitting a domain. Pending or failed saves must be resolved before submission can proceed.
Follow the team’s progress
Review completion across tools, domains and raters, alongside the team and activity timeline. Completed collection does not automatically mean a clinically reviewed report.
- Know what is unsaved when connection drops.For an assessment already loaded, unsent changes remain separate from saved answers. Wait for them to save successfully before submitting or finalizing.
- Keep clinical records inside their access boundary.A public product page explains the workflow; it does not expose a learner’s assessment or grant access to another team’s records.
Review results. Write the report and next steps.
Review each domain’s answers and add your professional interpretation. Keep report versions to see what changed, who reviewed it and when.
Review each domain
Review each domain’s results, then approve, request changes or reopen it. Completed answers do not mean the review is approved.
Select observations and add your interpretation
Manage observation and completion notes, set clinical priorities and add the clinical opinion. Changes that affect the report return to the appropriate review process.
Explain the whole picture
Bring domain results, score visualisations and an executive summary together. Add next goals to describe the proposed follow-up; interpretation remains a professional responsibility.
Read results in context
View results by rater and assessment period. Interpret them using the tool’s scoring rules; different tools do not necessarily share a scale.
Finalize with a history
Authorized users finalize or reopen the report through the assessment workflow. Version history records the action, author, date and any reason, with saved snapshots to revisit.
Share through the permitted export
Print the report, save it as PDF through the browser’s print dialog or download HTML where permitted. Organization exports require the relevant guardian consent and are checked and recorded.
- Connect the report to the next plan.Use reviewed priorities and next-goal recommendations when planning teaching and follow-up. An assessment recommendation is not automatically an assigned teaching program.
- Revisit the record within its permissions.Return to available assessment history and report versions for the learner. Cross-organization access follows the parent’s authorized sharing, not unrestricted access to a lifetime record.
Connect assessment to the wider care plan.
Explore the goals, target sets and professional workflows that support the next stage of work.
Evidence for decisions, not an automatic diagnosis.
Tool selection, scoring interpretation and clinical recommendations belong to qualified professionals. A place in the catalog is not a claim that a tool is standardized, norm-referenced or suitable for every learner. Follow the tool’s terms and your professional scope.
Common assessment questions.
Are assessment items the same as teaching targets?
No. Assessment items organize questions and scoring. Goals define planned teaching and measurement, while target sets contain selected items used within assigned sub-goals.
Can families contribute to an assessment?
Yes, when assigned as a rater. They complete their assigned portion; professional review and interpretation remain separate responsibilities.
Will editing a tool change an existing assessment?
An administration uses its pinned published revision. Editing a later draft does not silently change that revision.
Can I see the full questions on this page?
No. The public page exposes catalog metadata, domain and level structure, and counts. Item content and learner responses remain outside this public view.
Start with a clear assessment for each child.
Choose tools, assign work and review answers and results with the team before finalizing the report.
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