Do you rely on NAPLAN results to inform you that over the last two years your students have only gained one year’s worth of educational growth.

If that is the case, what are you going to do about it? If your own child was in that situation, would you be happy with such an outcome?

In July 2014 an Assistant Principal in a Government secondary school of about 1400 students requested a trial copy of AutoMarque as he was looking for tools to assist teachers to better understand their students learning needs. To verify the software developer’s claims, some of his staff tried it out on their feeder school Grade 6 students in December. It gave the staff powerful insights, disclosing where each child was on her/his learning continuum.

The head teacher wrote “We have finished trialling the software with 241 Year 6s and it went very well.”

With this forensic evidence in hand, the staff were able to plan a new strategy for helping to fill the gaps in each student’s learning path prior to introducing them to new material. How was this possible.

AutoMarque‘s data is based on allocating each question, in any assessment, to a strand of learning. Each strand of learning should contain at least four questions asking much the same thing but in different ways. Details of which are found at

The two graphs appear to show the influence of AutoMarque’s use in early 2015. The more interesting aspect of this will be when we get the 2014–16 results and even more so when we are able to observe the 2015–17 results.

The aim of the school is to break with the past habit of one year’s growth in two years and lift their average student learning growth to that of two years in two years.??You would like that for your students also, wouldn’t you?