What can I ask Ed to analyze a group’s results?

Last updated: October 15, 2026

Use “Talk to Ed!” to analyze results across several assessments. Replace the brackets with your own assessments, skills or time periods.

“How have the class’s results changed across the assessments [ … ]?”
“What is the score distribution in the class across the assessments [ … ]?”
“What is the students’ mastery level on each skill assessed in [ … ]?”
“What share of papers show very strong results on [ … ]?”
“What share of papers show serious difficulties on [ … ]?”
“Which students have uneven results across [ … ]?”
“Is there a notable change on some of the skills assessed in [ … ]?”
“Which errors came up most often across [ … ]?”
“On which errors did students improve across [ … ]?”
“Which question types (multiple choice, short answer, practice problems, multi-step problems, written explanations…) went best or worst in [ … ]?”

“Which skills or concepts gave students the most trouble across [ … ]?”
“Which errors came up most often on [skill or concept] across [ … ]?”
“Which skills or concepts has the class mastered overall?”
“Which concepts are mastered unevenly across student profiles?”
“Can you rank the skills or concepts by success rate?”
“Which standards are the least mastered in this group?”
“On which skills or concepts does the class show clear improvement across [ … ]?”
“Which skills or concepts are still not mastered over time [ … ]?”
“On which errors does the class show clear improvement across [ … ]?”
“Can you suggest a sequence of reteaching activities based on past assessments?”
“Which reteaching activities do you recommend to work on [skill or concept]?”
“What are the class-wide reteaching priorities from this multi-assessment analysis?”

“Can you group students by mastery level across [ … ]? (for example: on track, struggling, to watch)”
“Which students did especially well on [skills]?”
“Who improved across [ … ]? Who fell behind?”
“Show me each student’s level on [skill] and how it changed.”
“Which recurring errors show up in the papers of struggling students?”
“Which groups of students could work together to improve on certain concepts?”
“Can you suggest pairs or small peer-tutoring groups based on strengths and weaknesses?”
“Which students would be good candidates for one-on-one support or a targeted intervention plan?”