ASC

Student-Support Assessment System

Assess need · identify barriers · coordinate support · follow up

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Open the synthetic demonstration and institutional decision package — separate from live student records.

Support, not course testing

This separate workspace helps the ASC understand what is preventing a student from succeeding and what the ASC should do next. It does not change or mix with course assessments.

Student profiles
0

Support assessments completed

Active follow-up
0

Students needing engagement or follow-up

Barrier types
0

Distinct barriers identified

Close the support loop

Assess need, identify the barrier, recommend support, assign an owner, follow up, and record an outcome.

Student support workflow

Choose one purpose before collecting responses. The selected mode controls which questions appear and how the record is used. This is support guidance, not a diagnosis or course-knowledge test.

Research and evaluation modes require local review, consent, cognitive interviews, and psychometric review before institutional research use.
Creates an actionable support plan and referral record.
Choose the shortest tier that answers the support question.

Program evaluation records only service-access and usefulness responses. No name, email, or support-intake details are collected; results should be reported in aggregate. Because responses are anonymous, individual submissions cannot be located or withdrawn after submission.

This brief check-in asks only about the support you received, your next step, and whether you still need help.

This response is visible to the student and authorized support-record manager only; it is not included in tutor or teacher handoffs.

Learning evidence for the support conversation

Optional and student-directed. This is not a grade or diagnostic score; do not enter or upload sensitive course records.
Record only what is needed to coordinate support. Do not use these fields for diagnosis.

Optional, named-staff learning handoff

Staff handling this support record can see it to coordinate the requested service. Tutors and teachers do not see it unless the student opts in below and names the recipient. Sharing contains only the learning goal/task details, not sensitive barriers or the full intake.

Permission can be withdrawn from the student’s record. Sharing is limited to the named account.
Explain each purpose, who can access it, the one-year default retention, withdrawal, and deletion options before recording consent.

Student-level support reports

Track the primary barrier, recommended service, referral status, appointment status, and follow-up.

StudentPathwayBarriersRecommended serviceStatus

ASC program report

Aggregate counts are suppressed for groups smaller than five. Follow-up uses records due by the reporting date; appointment attendance is not inferred from referrals. Empty denominators display N/A.

Needs response
—

Open records without recorded engagement

Support loops closed
—

Records marked complete

Follow-up completion
N/A

Documented outcomes / follow-ups due

Recorded interventions
—

Attendance must be recorded by staff; a referral is not attendance

Intervention attendance records
N/A

Attended flags / interventions with a recorded attendance value

Demand by service

Common barriers

Export contains metric labels and threshold-suppressed counts only; it has no names, record IDs, or programs.

Institution setup

Configure the local workflow before launch. Save these decisions with your implementation owner and privacy officer.

Implementation checklist

ASC item blueprint

This item-level map identifies pathway, prompt, response dimension, response options, and intended low-stakes use. It is documentation, not evidence of validity, reliability, or comparability; each institution must review it before use.

PathwayItemResponse dimensionOptions

Retention and data handling

New records default to one-year retention and expired records are removed during API access. Students can revoke named tutor/teacher sharing or delete their own record using their authenticated email. Admins can delete records; coordinate any institutional legal hold or backup retention with the privacy lead. Downloads from Program reports are aggregate-only.

Reusable templates

Intake configuration

Choose mode, pathway, tier, required fields, and neutral items.

Referral mapping

Define service, eligibility, availability, booking route, owner, and escalation.

Staff roles

Limit student, coordinator, tutor, counselor, and administrator access to what each needs.

Follow-up and outcomes

Set due dates, contact preferences, attendance, progress evidence, and goal-met definitions.

Purpose-built reports for each audience

Tutors

Receive only the student-approved course goal, task, attempt, baseline, and recorded learning outcomes.

Teachers

Receive only the student-approved learning goal and task context, plus outcomes needed for a learning handoff.

Students and support coordinators

Students can review their own answers and support preference. Authorized record managers use those answers as conversation evidence, not a risk score.

University leaders

Use program reports for aggregate service demand, follow-up, attendance, and outcomes. Small groups are suppressed; item-level answers are not a university-level performance ranking.