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ASBC.es is an ONLINE tool for teachers that allows quick and easy administration of tests to their students.
Some of them are standardized for use in educational centers, such as the SOCIOGRAM test. Others, on the other hand, will be created by the teacher with the tools that the site provides.
The platform is aimed at teachers and education staff of legal age. From a single account you manage your school and your class groups, add your students, build and assign tests, collect and review results, generate sociograms, exchange internal messages with colleagues, and manage your plan and invoices. Each chapter of this manual covers one of these areas.
To protect underage students, their names are always anonymised: only the initials of their surnames are shown and stored.
Students do not need an account. To take a test, a student simply enters, on the home page, the access code that you give them.
Go to Register and fill in the form:
The form asks only for what is required. Your phone and the other details of your school (tax ID, address, postcode, phone and email) are completed later, in your profile (see section 14).
For security, if there are several attempts from the same connection a small captcha appears, and after too many attempts new attempts are temporarily blocked.
When you submit the form your account is created and a verification email is sent to you. Open it and click the link to verify and activate your account; you can then sign in. Until your account is verified, signing in will say it is pending approval.
If the email does not arrive, an administrator can activate your account; in that case, write to us at info@asbc.es.
On the registration and sign-in pages you will see buttons for the available providers (for example Google, Microsoft, Facebook, GitHub or LinkedIn, depending on which are enabled). After accepting the consent, choose a provider and sign in with it: your email and name are taken from that provider, and you complete the rest (your name and your school, by code or new; the other details, later in your profile). Your email is the one from your provider and cannot be changed, and your username is generated from it. Accounts created this way are activated immediately and have no separate password.
Go to Login and enter your username (or your email, for social accounts) and your password. As with registration, after a few failed attempts a captcha appears, and after several more, access is temporarily blocked.
If you already have an account, choosing your provider on the sign-in page logs you in directly, without a password.
You can change your password at any time from your profile (see section 14). Social accounts that have never set a password can define one there too. If you have forgotten your password, see the recovery steps in section 16.
After signing in you arrive at your dashboard: the hub from which you reach every tool. The dashboard menu groups the options by area (for example Teaching and Administration) according to your permissions.
At the top of every page, a header bar shows your school, your active group and your name. The top menu also gives quick access to your profile, your messages and your billing, and to sign out.
Most of your work (students, assigning tests, reports) is scoped to one active group. Use the group selector in the header to switch group; the page reloads showing the data for the group you chose. If you do not have any group yet, the header offers a link to create or manage your groups.
When you register you either join an existing school with its code or create a new one (see section 2). You complete and update the details of your school in your profile; they are shared by all its teachers, so a change made by one of them is seen by all.
A group is a class: a set of students you work with. You manage your groups from the Groups page, where you can create a group and edit or delete the ones you own.
You add and manage your students from the Students page. The list always shows the students of your active group, so select the right group first.
For each student you enter their first name and surnames, and details such as sex, age, email and phone, and whether the student is a minor.
To protect children, the surnames of underage students are anonymised: only their initials are kept and shown, in the lists, the reports and the sociograms.
You can upload a photo for each student. If you do not, the platform generates an avatar automatically from the unique initials of the student, so every student is easy to tell apart. When editing a student you can also regenerate the avatar.
A test is a questionnaire made up of items (questions). You manage your tests from the My tests page.
Give the test a name and a short description, and choose its grade, level and subject. A few options let you randomise the order of the items and of the options, and show the correction criterion. With visibility you decide who else can reuse your test: only your school, or the whole platform.
You do not need to have any group to create a test; groups only come into play when you assign it (see section 7).
These are the options you can set on the test as a whole:
The list of subjects you are offered is the one of your school's country, grouped by educational level, and it is written in the language you are using the platform in. It has nothing to do with the language in which you write the test: if you teach in a Spanish school and prepare a test in English for your English class, the subject you need is the Spanish one, and that is exactly what the list gives you.
As soon as you choose the level of the test, the list narrows down to the subjects of that stage, plus the ones that apply to any level.
If the subject you teach is not there, choose “Register a new subject…” at the end of the list and type its name. You are not asked for the educational level: it is taken from the level you chose for the test, which is where the subject belongs. While you type, you are warned if a very similar subject already exists, so that the same subject does not end up on the list twice with two spellings.
The subject you add is available straight away for you and for the rest of the teachers of your school, and you can use it in that same test without saving anything else. You can add up to 20 subjects a day.
To create tests you need to have your school filled in, because the subjects offered depend on its country. If you have not done that yet, you are taken to your profile to complete it first.
The link “Subjects added by my school”, just under the subject list, opens the list of everything your school has added and what became of each one:
If the subject of one of your tests is discarded, the test keeps it and goes on working as usual; when you edit that test you will see a notice with the reason, so you can pick another subject whenever it suits you.
Inside a test you add items of different types. Most are corrected automatically by the platform; a few are graded by you or are purely informational. These are all the available types:
Whatever its type, every item shares the same set of general fields:
You do not have to start from scratch. You can copy a standardised test from the system catalogue, or a test shared by a colleague, into your own tests and adapt it as you like. Tests and items you delete go to a trash, from which they can be recovered while they have not been permanently removed.
Besides copying a whole test, the platform keeps an item bank: a shared store of multiple-choice items (with text options or with image options) that you and your colleagues build up and reuse across different tests. Every teacher at your school shares the same school bank, and there is also a system bank, prepared by the administrators, available to every teacher on the platform.
Each item in the bank is classified so it is easy to find later: a thematic block (a topic you name yourself), a grade, a level, a subject and the language it is written in. Only closed items with options can be stored: multiple choice with text and multiple choice with images. Open answers, videos and sociogram items cannot be added.
To add an item to the bank, create or edit a multiple-choice item as usual and fill in its bank classification in the same form. The platform stores an independent copy of the item, so editing or deleting the original item in your test never changes the copy in the bank, and the other way round.
To reuse items, open the item bank from the items of the test you are filling in. Narrow the list with the filters —thematic block, subject, grade, level, keyword and language—, preview any item, and add a copy of it to your test with a single click. That copy is independent too, so you can adapt it inside your test without touching the bank.
An item stays in the bank until it is removed. You can remove the items you added yourself; administrators can remove any item, and they are the ones who manage the system bank shared by the whole platform.
For students to take a test you first assign it. You can assign a test to your whole active group or to a single student. Each assignment becomes a card in your results, with its own life: you can close it, reopen it, archive it or delete it.
Each section of the dashboard has its own screens to assign what belongs to it and to follow it: your tests are assigned from Tests & items, and each instrument from its own section. Each screen offers only what belongs to its section, so a test never shows up where you assign an instrument, nor the other way round.
Students do not need an account: the code is all they need, and they take the test from any device.
After entering the code (and, for a group, choosing their name and confirming it), the student accepts the terms and answers the items one by one, moving back and forth, until they finish.
Closed items (multiple choice, dropdowns, matches, and so on) are graded automatically. Open answers are graded by you: from the assignment card you open the manual grading, review each answer and mark it as correct or not.
Each section of the dashboard has its own Results page: it lists the assignments of that section, one row each, so you can see at a glance how every group is doing.
Each row shows the state of the assignment, how many students have finished, how many answers are waiting to be graded and the average of the group. Clicking View results opens its detail: the table with every student, their marks and their own buttons. The rest of the actions on the assignment are gathered in the menu at the end of the row.
In the sections of the instruments, which do not produce a mark, the rows have no marks columns and the detail lists each student with their status and their buttons, but no marks and no PDF: what is read is the report of the instrument, which its own chapter explains.
Inside the detail of an assignment, each student row shows their status (not started, in progress or finished). The PDF is right there; the other buttons are in the menu at the end of the row:
When you send a group assignment to the trash it is not removed straight away: it moves to the Trash section of the results page. While it is there you can restore it, bringing the assignment and its results back exactly as they were.
That is why, while an assignment is in the trash, its students are still enrolled in it: if the enrolments were deleted at once, restoring it would give you back an empty card. The practical consequence is that you cannot move one of those students, or their group, to the trash until the assignment is purged. If you need to remove a student right away, use Delete this student's assignment now on their own row instead.
After some time, assignments left in the trash are permanently removed on their own. When that happens, only the results of those students for that test are deleted (their answers and the access codes of that assignment). Your students and the test are never deleted: they stay in your account and you can assign the test again whenever you want.
A sociogram studies the relationships within a group. It is built from a standardised questionnaire in which each student privately indicates the classmates they would choose for certain situations and those they would reject, and may also say who they think will choose or reject them.
From the sociogram generator in the menu, you generate the sociogram for a group. It is assigned from the Sociogram section of the menu, which only lists sociograms, and taken like any other test (see section 7). The group is fixed the moment the first student starts, so the analysis stays consistent.
Each time you generate a sociogram, the platform creates a new copy (a clone) of the system sociogram test, with its own items and named with the date and time. That copy appears in Sociograms management and in the screens to assign a sociogram to the whole group or to individual students. You can generate several applications throughout the year; each one is independent and collects its own answers.
The answers of each application are in Sociograms results, and from there you open its report. Assigning a sociogram to individual students is only for adding someone who missed a round in progress: they join the same assignment, because the sociogram measures the whole group and the report is computed with whoever has answered.
Whoever joins the group once the sociogram has started is not on its list: they cannot answer it, neither with the group code nor assigned individually. To include them, reset all the students in its results; the list is fixed again, with the whole group, when the first student starts.
Each assignment has its own list, one for each group and each round: if you assign the same application to another group, or again to the same group in a new round, its list is fixed with the students of that group when its first student starts.
The sociogram is not reopened for a student who has finished it: it does not let them go back to the questions they have answered. If they have to repeat it, reset them in its results.
If a student leaves before finishing and enters again with their code, they continue where they left off: nothing they have already answered is shown to them again, and if they left in the middle of a block, they first see its instructions again.
If you created an application by mistake, you can move it to the trash from Sociograms management or from the screen where you assign it to the whole group, as long as no student has started it yet, even if you have already assigned it to groups or students. From the sociograms trash you can recover it until it is permanently removed. Everything else about the sociogram is handled from its generator and its report.
When you create the application you choose the CRITERION: the context in which each student chooses or rejects their classmates. The questions the students answer and the report adapt to the criterion you pick.
Once there are answers, the report offers:
You can regenerate the report at any time. Remember that, as everywhere, the surnames of underage students appear only as initials.
A public page explains the school sociogram in more detail: what it measures, how to pass it in class and how to read each part of the report. The school sociogram.
The CHEE-49 study habits questionnaire shows you how your students study: how they plan, how they manage their time, where they study, which techniques they use, what drives them, how they prepare for exams and whether they can correct their own method. It consists of 49 statements about the way they study, which each student answers on a five-point frequency scale, from never to always.
It is not an exam: there are no right or wrong answers and it does not produce a mark. What you get is a group report and a report for each student, with their profile by dimension and concrete advice for improving, designed to help you prepare tutorials and the meeting with the student or their family.
The CHEE-49 is an educational self-report questionnaire, not a clinical diagnosis: it describes what the student says they usually do.
The 49 statements form seven dimensions of seven questions each. They all carry the same weight in the overall index, so the bars of the profile can be compared directly with one another.
| Dimension | What it covers |
|---|---|
| Study planning | Deciding what to study, in what order and how far in advance: use of a diary or planner, spreading the syllabus over several days and estimating how long each task will take. |
| Time management | Regularity and actual use of study time: a stable routine, getting down to work without delay, planned breaks, weekly revision and resistance to procrastination. |
| Study place and environment | The conditions of the place where the student works: a fixed, tidy space, materials prepared beforehand and control over distractions, digital ones above all. |
| Study techniques | How the student actually studies: surveying before reading, selecting what matters, reworking the content in their own words and checking what they remember without looking, as opposed to rereading and rote repetition, the techniques with the poorest demonstrated returns. |
| Motivation and attitude | Why and how persistently the student studies: an orientation towards learning beyond passing, personal goals, persistence in the face of difficulty, confidence in their own effort and what they attribute their results to. |
| Exam preparation | Preparing for and coping with tests: starting early, self-testing beforehand, knowing the format, managing time during the exam, checking answers before handing in and keeping anxiety in check. |
| Self-regulation | The ability to steer one's own learning: noticing whether one is understanding, asking for help, checking the goals of each session, changing method when it is not working and learning from marked mistakes. |
Two design details worth knowing:
The questionnaire comes in three versions, one per stage. The 49 statements, the dimensions and the scoring are the same; only the wording changes, adapted to the age of the respondent. That is why scores are comparable across versions.
| Educational stage | Who it is for | Answer scale |
|---|---|---|
| Primary education | Short sentences and school vocabulary ("homework", "topics"). Designed for years 4 to 6 of primary school; in year 4 it is best read aloud with the class. Below the age of 9 self-report loses reliability and is not worth administering. | Never, Almost never, Sometimes, Almost always, Always |
| Secondary education | The reference version, for secondary school and sixth form. It talks about subjects, syllabus and deadlines, and assumes students organise their study outside the classroom. | Never, Rarely, Sometimes, Often, Always |
| University | Higher-education register: independent study, terms, tutorials, reading lists and exam sittings. Designed for university and higher vocational studies. | Never, Rarely, Sometimes, Often, Always |
The stage is chosen when you create the application and cannot be changed afterwards; Secondary education is the one selected by default. If you get it wrong, create a new application with the right stage (and send the other one to the trash, if nobody has started it yet).
In the dashboard menu, the Study habits section gathers everything about the questionnaire, and only the questionnaire: none of its screens shows your tests or the other instruments, which have sections of their own. It has six entries, in the order you use them:
If you cannot see the section, the questionnaire is not available at your school. If its entries show a padlock and the notice Available in the … plan, the questionnaire is included in a higher plan than yours (see section 12).
The platform creates a copy (a clone) of the system template for that stage, with its 49 statements already written and translated, and with the date and time in its name; for example, Study habits questionnaire CHEE-49 (Secondary) — 2026/10/03 10:15. It then takes you straight to Assign a study habits questionnaire to the whole group, where the new application is ready to be assigned.
Bear in mind that:
Study habits questionnaires management lists every application you have generated, with a search box by name. For each one you see its name (with the stage and the date it was created), the groups it is assigned to and its status: Not assigned yet, Assigned or With answers. From each row you can:
At the top you also have the Generate study habits questionnaire button, which takes you to the generator, and the way into the Questionnaires trash.
The application is taken like any other test (see section 7), but it is assigned from its own section, in one of two ways:
Either way, students need no account, no email and no password.
Language. The questionnaire is translated into every language of the platform. Each student sees it in the language you had active when you assigned it to the group for the first time, with the statements already translated, and cannot change it: the confirmation of Assign tells you which one it will be. If you want a group to answer it in another language, switch your language before assigning it (see section 15).
Monthly allowance. Each student who finishes the questionnaire counts as one completed test in your monthly allowance, like any other test (see section 12).
The follow-up of the assignments is in Study habits questionnaires results, which only shows study habits questionnaires: one row per assignment, with its group code, its status, how many students have finished it and the date it was assigned. You can filter them by name, by dates and by status.
Since the questionnaire does not produce a mark, there are no marks columns. The menu at the end of each row has Study habits report, which takes you straight to the group report, and the actions on the assignment: Close (and reopen it), Reset all, Archive and Send the group assignment to the trash. Reset all deletes the answers of the whole class, and asks you to confirm it first.
View results opens the detail of the assignment: at the top, the same Study habits report button and, below it, its students with their status (not started, in progress or finished). The menu on each student's row has what you can do with that student alone:
They are the same actions as for any assignment (see section 8). There is no PDF per student: what the student answered is not a result to take away; what needs to be read is their profile in the report.
The Study habits report entry in the menu lists the applications you have assigned, with their educational stage, their group code, their application date (the moment the first student started it, or Not started yet), their status and the View report button. From there you can also create a New application.
The report is computed on the spot with the answers as they come in: you can open it while the class is still answering. If nobody has answered yet, you will see the notice No answers yet.
Each dimension yields an index from 0 to 100, and the average of the dimensions is the overall study habits index. Each index falls into one of four levels:
| Habit level | Index | What it means |
|---|---|---|
| Initial | 0 – 39 | The habit is not established. Refinements are of no use at this level: the routine has to be built from the beginning, with explicit guidance. |
| Developing | 40 – 59 | The habit appears intermittently, typically in the week before an assessment. It requires a specific plan and follow-up over several weeks. |
| Adequate | 60 – 79 | The habit is established, with room for improvement in specific aspects. It calls for a concrete recommendation, not a full intervention. |
| Consolidated | 80 – 100 | This is the strength on which to build the rest: what the student already does well can be transferred to the weaker dimensions. |
The levels are criterion-referenced: they tell you whether the habit is established or not, not where the student ranks within their class.
Unanswered statements. If a dimension is missing one or two answers, its index is estimated from the rest (in the report it appears as a striped bar). If it is missing three or more, that dimension has no value (“—”). If only one dimension has no value, the overall index is computed from the other six; if two or more have none, the questionnaire is too incomplete to compute the overall index.
It is ordered to answer, in this order, the questions you ask yourself when you open it:
| PLA | Study planning |
| TIM | Time management |
| ENV | Study place and environment |
| TEC | Study techniques |
| MOT | Motivation and attitude |
| EXA | Exam preparation |
| AUT | Self-regulation |
Who requires attention. A student is marked with the red triangle for any of these three reasons:
It is the document for the meeting with the student or their family. It goes from the general to the specific and ends in actions:
The Back to the group report button takes you back to the class.
The student sees none of this unless you decide to go through it with them: the report is an aid for the tutorial interview, not a label to be handed out.
A self-report questionnaire can be answered without reading it. That is why the report checks three things and, if any of them is triggered, heads the individual report with the warning Read this profile with caution (and marks the student with the yellow question mark in the group report):
| Warning | When it is triggered |
|---|---|
| Answered too fast | On average, less than 3 seconds per statement: too fast to have read them. |
| Uniform answers | The same option in 90 % or more of the statements (with at least 10 answered), without distinguishing between them. |
| Contradictory answers | The questionnaire includes five pairs of opposite statements (for example, deciding what to study and starting without knowing what to do). The report adds up how far apart the two answers of each pair are, from 0 to 20 in all: with 11 or more, the warning is triggered; from 7 to 10, only a discreet note appears, because it is a nuance and not a reason to discard the profile. |
No warning blocks the report: the profile is shown all the same. What to do with it is up to you, since you know the student: talk it over with them or, if you see fit, have them take it again: in the detail of the assignment, in Study habits questionnaires results, Reset on their row deletes their answers so that they can start again.
The questionnaire is most useful when applied twice to the same group: once at the start of the school year and once at the end, with the tutorial work in between.
Each application keeps its own answers, so the October measurement is not lost when you run the May one. It is normal for planning and time management to improve within a few weeks and for motivation to change much more slowly.
A study habits questionnaire collects information that a minor may not have told anyone: that they cannot get started, that exams paralyse them, that they give up as soon as the task gets hard. That is why:
Items and scoring published by asbc.es under CC BY-SA 4.0.
A public page explains the questionnaire in more detail: what it assesses, how to run it in class and how to read each part of the report, with an example group and student using fictitious data. The study habits questionnaire.
asbc.es includes a private messaging system so you can communicate with other users without leaving the platform and without sharing your email address. You will find it in the messaging area (the envelope icon) of the top menu; a small badge shows how many unread messages you have.
Open Compose and choose who should receive it:
If a username does not exist, you are told which ones and the message is not sent.
asbc.es offers three plans: Free (the default, at no cost), Plus and Pro. Each plan grants a larger monthly allowance of tests. The exact monthly test cap and the price of each plan are shown on the Billing page.
The allowance counts completed tests — each time a student finishes a test in one of your assignments — added up across all your groups and tests within your current monthly billing period (anchored to your sign-up date on the Free plan, or to the start of your paid period). When you reach the cap, starting new test sessions is paused until your next period; a session that is already under way is normally not interrupted.
The Billing page shows your current plan, its monthly cap and price, and the history of your invoices.
Online card payment is being finalised, so the payment page is currently under construction. In the meantime, to complete a paid subscription please write to us at info@asbc.es; once your payment is confirmed, the plan becomes active.
When you delete an item, a test, a student or an assignment, it is not erased at once: it goes to a trash from which you can recover it for a while. Only after a retention period does the platform remove it for good, on its own. This chapter explains each trash, what each deletion drags along with it, and what happens when you close your teacher account.
To stop you from losing your pupils' answers by mistake, some things cannot be sent to the trash while they hold student activity. A test that a pupil has already started, an item a pupil has already answered or seen, and a student who has any test activity are all protected: their Delete button is disabled. Assignments are the exception — you can always send an assignment to the trash — because it is precisely through the assignments trash that results are removed in a controlled way (see below).
So if a Delete button is disabled, it is because deleting would destroy results. To remove such an element, first clear the activity tied to it — for example by resetting the results from the assignment card, or by deleting the corresponding assignment in Results.
From My tests, or from the management screen of each instrument, the Delete button sends a test to the trash of its area. You can only do this if none of your students has started it yet; copies that other teachers made from your test are independent and never block you. While it waits in the trash the test keeps its items and its picture, and its assignments go with it to the Trash section of the results: no student can enter it any more, and it no longer appears in the reports. When you restore it — from its trash, or by restoring one of those assignments — it comes back with them, and they become active again.
If you leave it there past the retention period, it is deleted for good. That deletion cascades: it removes the test, its items (with their images) and all of its assignments together with the participants and answers linked to them. Because you cannot send a test to the trash once a pupil has started it, a purged test never had results to lose; but its items are gone for good.
While you edit a test, each item has a Delete button that sends it to your items trash, as long as no student has answered or seen it. From the items trash you restore an item into the test you are editing at that moment, so open the right test before restoring. Once the retention period is over, the item is deleted for good, together with all of its images.
From Students, the Delete button sends a student to your students trash, as long as the student has no test activity at all. The student keeps their group and their test history while in the trash. When you restore a student, they are placed into the group that is active in your header, so select the right active group first. After the retention period the student is deleted for good, along with their photo or avatar and their links to your tests.
From Results, the Delete button on a card sends that assignment to the Trash section of the same page — you can always do this, whatever state the card is in. The assignment and its results are kept while in the trash, and restoring the card brings them back (a restored assignment becomes active again, even if it was closed or archived before).
When the retention period passes, the assignment is removed for good on its own. This is the most contained deletion: only the results of those students for that test are removed — their answers and the access codes of that assignment. Your students and the test are never deleted; they stay in your account and you can assign the test again whenever you want. This is the intended way to clear results in a controlled manner.
Each trash lists, for every element, when it will be deleted. Until then you can restore it. The length of this retention period is set by the administrator (about three months by default). Once an element has been permanently removed by the automatic clean-up, it can no longer be recovered.
You can close your account at any time from the close-account page in your profile, confirming with your password. Closing is permanent and, once finished, your session is closed. You choose between two options, with very different consequences for your data.
Transfer your data to a colleague at your school. Everything becomes theirs: your tests, items, groups, students, assignments and results, and even your own trash (anything still pending deletion). The colleague you pick becomes the new owner and nothing is lost — only your account is removed. This option needs at least one other teacher at your school; if you are the only one, it is not available.
Delete everything. This permanently removes your tests (with their images and, in cascade, the results tied to them), your items (both those in your tests and those in your trash, with their images) and your whole trash. Your groups and students are removed only if you are the only teacher at your school; if there are other teachers, your groups and students are kept so your colleagues can go on using them, and you are simply unlinked from them.
Whichever option you choose, the school itself is never deleted, and your invoices are never deleted either: your billing history is kept, unlinked from your account, for legal reasons. Bear in mind that Delete everything also erases all of your students' results in your tests; if you want to keep them, or let a colleague carry on, choose Transfer instead.
Your right to erasure. Choosing Delete everything is how you exercise your right to be forgotten: your account and the personal data you entered are erased from the platform for good, not merely hidden or archived. The only exception is your invoices, which the law requires us to keep for the legal tax-record period, unlinked from your account. Any copies of your data in routine backups disappear as those backups are rotated in the normal cycle.
Open your profile to review your account and update your details. The form is divided into a few blocks.
In the password block, enter your current password and your new password twice (at least 6 characters). For your safety, if the current password is wrong none of the other changes are saved either. If you leave the three password fields empty, your password is not changed and your other edits are saved as usual.
If you signed up with a social network and never set a password, you can define one here without entering a current password; from then on you can also sign in with your username and password.
Closing your account is permanent, so it has its own page, reached from your profile. You must confirm with your password and choose one of two options:
Transferring requires choosing a colleague from your school; if you are the only teacher there, deletion is the only option. Once done, your session is closed.
The platform is available in several languages. You can switch language at any time with the language selector in the top bar, which is visible on every page — even before you sign in. The change is immediate.
The first time you arrive, before you have chosen anything, the platform tries to guess your language from your country (by geolocation); if it cannot, it uses English. As soon as you pick a language in the selector, your choice is remembered: during your session and, through a cookie, on your next visits. If you are signed in, your choice is also saved to your account, so you are recognised on any device and the automatic messages we send you arrive in that language.
The whole interface — menus, buttons and texts — switches to the chosen language straight away, and your preference is saved (session, cookie and, if you are signed in, your account). The automatic messages we send you (welcome, billing notices, the monthly report) also start arriving in that language.
Two things are not affected by switching your language. First, assignments you have already created keep their language; only the new assignments you create from now on use the newly chosen language (see below). Second, the content you have already written — your tests and items — is kept exactly as you wrote it; changing your language never rewrites it.
When you assign a test (to a group or to a single student), the platform freezes the language you have active at that moment into the assignment. The student will take that test — and get its PDF report — in that language, whatever the language of their browser or country, and regardless of any change you make afterwards. That is why, right after assigning, you see a notice, written in that language, confirming which language your students will see.
When you press Assign, a confirmation window reminds you — before completing the assignment — of the language in which the test will be presented to your students.
The student does not have to choose anything: they enter their access code and the test appears directly in the frozen language.
Switching languages has no effect for the student: even if the student changes the language selector on their device, the test screens and the PDF report keep the assignment's frozen language.
A test really has two languages. One is the language of the presentation: the screens that surround the test (access, instructions, buttons, notices) and the PDF report, which always use the assignment's frozen language. The other is the language of the content: the statements and options of the items, which are shown exactly as they were written. They can match or differ: the platform never translates your content, so for a fully coherent experience assign tests whose content language (the label described below) matches the language you freeze in the assignment.
To have your students take a test in a particular language, switch your own language (with the selector in the top bar) to the one you want for them, and only then assign the test to the group or the student. That language is frozen into the assignment, and from then on every student takes the test in it. If you need the same test in different languages for different groups, switch your language before each assignment: each group gets its own assignment with its own language.
An assignment's language is set when it is created and does not change if you assign again onto the same active card (its original language is reused). To move a group to a different language, start a fresh round: close or archive the current assignment (from the Results page) and assign the test again with the new active language. The new card freezes the new language.
The platform interface is translated into all the available languages. Standardised system tests (such as the school sociogram) are translated too and are shown to the student in the assignment's language. The content you write — the statements and options of your own items — is shown exactly as you wrote it: the platform does not translate it automatically. If you want a test in another language, write its items in that language (you can copy an existing test and adapt it).
When you create a test you choose the language in which you write it and its items, with a selector on the test form. It defaults to your active language, but you can pick any platform language or choose Other language… and type one that is not on the list (for example Basque, Galician or Russian). The content you write is never translated, so this is simply a label that records the language of the test; while you add items, the form reminds you of the language the test was defined in.
That label lets you filter tests by language. In the list of system tests, and in the list of shared tests you can clone (those shared within your school or with the whole platform), a language filter shows by default the tests written in your language. You can switch it to any other language, pick Other language… to search for one outside the platform, or choose All languages. The school sociogram is multilingual and always appears, whatever language you select.
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