Choosing assessments in Imagine+ Assessment and Imagine IM

Choose the assessment based on what you need to know about student learning. Each assessment in Imagine+ Assessment (I+A) and Imagine IM is designed to answer a different question.

Use the guide below to choose the right assessment for readiness, prerequisite knowledge, misconceptions, lesson understanding, unit progress, transfer, or specific skills. Some assessments are available only in certain grade bands.

Choose an assessment based on what you need to know

AssessmentWhat it helps you answerWhen to use itEstimated time
I+A Diagnostic
(Grades K–12)
What students' overall readiness isBeginning, middle, and end of year45–60 mins
Check Your Readiness
(Grades 2–12)
What prerequisite knowledge students bring into a unitBefore each unit20 mins
Knowledge Checks
(Grades 6–8)
What misconceptions students may have before a sectionBefore each section10 mins
Cool-downs
(Grades 2–12)
Whether students understood the lesson goalAt the end of each lesson5–7 mins
Checkpoints
(Grades 2–12)
Whether students are building understanding across a sectionAfter each section5–10 mins
Mid-Unit Assessments
(Grades 6–12, where applicable)
Whether students have reached mastery so far in the unitHalfway through longer units15–20 mins
End-of-Unit Assessments
(Grades K–12)
Whether students have demonstrated mastery of the unitAt the end of the unit20–30 mins
I+A Benchmarks
(Grades 3–8)
Whether students can transfer their learningTypically up to four times per year after instruction45–60 mins
I+A Formatives
(Grades K–12)
Whether students have mastered a specific skillOn demand10 mins

Choose an assessment based on the instructional level

Assessments are designed to match different levels of instruction. Choose your assessment based on how closely you need to look at student learning:

  • School year: Use I+A Diagnostic for a broad view of student readiness and growth across the year. It is the primary assessment for readiness information. Use I+A Benchmarks to check standards mastery and transfer of learning across multiple units.
  • Unit: Use Check Your Readiness to see what prerequisite knowledge students bring into a unit. Use Mid-Unit and End-of-Unit Assessments to check mastery of unit content.
  • Section: Use Knowledge Checks to anticipate misconceptions before teaching a section. Use Checkpoints to see if students are building understanding across that section.
  • Lesson: Use Cool-downs to check if students understood the goal of a single lesson.
  • Specific skill: Use I+A Formatives on demand when you need to check understanding of a specific skill, guide reteaching, or reinforce a skill.

Choose an assessment for grading and reporting

Not all assessments are intended for formal grading or reporting. Choose your assessment based on how you plan to use or share the results:

  • For daily instructional decisions: Use Knowledge Checks, Check Your Readiness, and Cool-downs. These help you identify misconceptions and gaps in prerequisite knowledge. They are not intended for grading or formal reporting.
  • For grading: Use Mid-Unit and End-of-Unit Assessments. These measure knowledge of recently covered topics and can be used for grading.
  • For broad reporting: Use I+A Diagnostic and I+A Benchmarks. These provide consistent views of student performance that can be shared with families or used for school-level reporting.

Choose an assessment for core instruction or intervention

You can also choose assessments based on the level of support you are planning:

  • To adjust core instruction: Use Knowledge Checks and Cool-downs. If these show widespread misunderstandings, adjust your whole-group instruction to address them.
  • To plan intervention: Use I+A Diagnostic and I+A Benchmarks. If these show persistent gaps, use the results to identify individual students who may need targeted support or intervention beyond core instruction.

Each assessment is designed for a different point in instruction, so choosing the right one helps you get the information you need without adding unnecessary testing.