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A closer look at FormativeKit

Want to see what FormativeKit does in more detail? Here's a closer look at how the tools work, what the AI-ready prompts produce, and how FormativeKit compares to pasting your data into a chatbot.

How It Works

From quiz to action in three steps

1

Give a quiz in Google Forms

Use your existing Google Forms quizzes. Export the responses as a CSV file from the Responses tab.

2

Upload the CSV

Drag and drop the file into CFU Tracker or QuizAnalyzer. The data is parsed entirely in your browser — nothing is sent to a server.

3

Teach with confidence

See who's struggling, group students for intervention, and use the Plan Generator to create AI-ready prompts for sub plans, reteaching, enrichment, parent conferences, and more.

See It In Action

Full deep dive into both tools

Everything you see below is real output. One CSV upload produces all of this automatically.

CFU Tracker Deep Dive
CFU Tracker — Dashboard View
48
Total Responses
16
Students
46%
Accuracy
1
Skill Tracked
Students Needing Support
SJ
smithj
Photosynthesis – Matter Cycling
ML
martinezl
Photosynthesis – Matter Cycling
WT
whitet
Photosynthesis – Matter Cycling
BK
brownk
Photosynthesis – Matter Cycling
The dashboard gives you the big picture at a glance: total data, class accuracy, and the students who need your attention most — flagged automatically.
CFU Tracker — Skill View: Photosynthesis – Matter Cycling (46%)
StudentAttemptsCorrectAccuracyTrajectory
smithj300%
martinezl300%
whitet300%
robinsonv300%
walkery300%
brownk3133%
andersonp3133%
clarkw3133%
johnsona3267%
davise3267%
williamsm33100%
thomasr33100%
lewisx33100%
The trajectory dots tell the story at a glance: red–red–red means consistently struggling, while red–red–green shows early signs of progress. This is data from three assessments over several weeks.
QuizAnalyzer Deep Dive
QuizAnalyzer — Overview
16
Students
11
Questions
23%
Class Average
16
Limited Prior Knowledge
QuizAnalyzer — Key Insights
Quick Wins
Near-Miss Students
1 question from Approaching
3 students: m_wil 36%, k_jon 36%, c_rod 36%
Focus: Q1
2 questions from Approaching
6 students: j_smi 27%, e_dav 27%, l_mar 27%, h_wil 27%, b_and 27%, b_mil 27%
Focus: Q1, Q2/Q3
Uncertainty vs. Misconception
33% of wrong answers were "I'm not sure" responses
Needs confidence building
w_bro, e_her, k_jon
Has clear misconceptions
b_mil, l_mar, a_joh, r_gar, e_dav, p_lop, j_smi, c_rod, h_wil, b_and, m_wil, g_gon, t_mil
QuizAnalyzer — Student Performance Groups
Limited Prior Knowledge — 16 students (below 40%)
select all
t_mil 9%
Missed: Q1, Q2, Q6, Q7, Q8, Q9, Q10, Q11
e_her 9%
Missed: Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8, Q11
g_gon 9%
Missed: Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8, Q9, Q10, Q11
a_joh 18%
Missed: Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8, Q9, Q10, Q11
w_bro 18%
Missed: Q1, Q2, Q4, Q6, Q8, Q10, Q11
r_gar 18%
Missed: Q1, Q3, Q4, Q5, Q6, Q7, Q9, Q10, Q11
Students are automatically grouped by performance band. Select individuals or entire groups to generate targeted AI prompts for reteaching.
QuizAnalyzer — Question Analysis
Questions sorted by miss rate. Click to expand details. 50%+ missed 30%+ missed
Q1 Q1. Which comparison is true? Compare 0.45 and 0.50.
0%
✓ Correct: 0.45 < 0.50
✓ 0 correct · ✗ 16 missed
Wrong answer patterns:
“0.5 is bigger because 5 is greater than 4” 7 (44%)
“0.45 > 0.5” 4 (25%)
“0.45 > 0.50” 3 (19%)
Q11 Q11. Explain how you know whether 0.45 is greater than or less than 0.50.
0%
Q6 Q6. Which statement correctly compares 0.25 and 0.205?
6%
QuizAnalyzer flags the questions students missed most and reveals which wrong answers cluster together — exposing the underlying misconception, not just the score.
AI-Ready Prompts

From structured data to ready-to-teach plans

CFU Tracker's Plan Generator creates detailed prompts for 6 scenarios — sub plans, eLearning days, enrichment, reteaching, review, and parent conferences. Paste one into any AI and get a plan you can use tomorrow.

CFU Tracker generates this prompt
# Skill Analysis: Photosynthesis - Matter Cycling ## Overview - Times Assessed: 2 - Overall Accuracy: 34% ## Students Needing Intervention ### th_smi Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### wn_bro Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### ez_mar Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### on_and Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Water absorbed through the roots" ### te_whi Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From water" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### on_rob Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### rk_cla Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ### er_wal Accuracy: 0% (0/2) Trajectory: - 2026-01-22: [WRONG] Q: "Where does a plant get most of the mass (matter) it needs to grow?" Answer: "From the soil through its roots" - 2026-02-25: [WRONG] Q: "A tiny seed grows into a large tree over many years. Where does most of the tree's mass come from?" Answer: "Nutrients absorbed from the soil" ## Please analyze: 1. What misconceptions are these students demonstrating? 2. Design a targeted 10-15 minute intervention. 3. Parent Communication (Optional) Draft a brief, positive message I could send home explaining that their child will be receiving additional support on this skill, without causing alarm. Include 1-2 simple ways they could help reinforce this concept at home.
AI produces a ready-to-teach plan

Instructional Analysis: MS-LS1-6

(Photosynthesis & Matter Cycling)

1. Misconception Analysis

Based on the student trajectories, two distinct levels of misunderstanding are present:

  • The “Soil-as-Food” Misconception (Primary): Nearly every student in the intervention group believes that the physical mass of a plant comes from the soil. This is the most common middle school misconception: viewing soil as “plant food” rather than a substrate for stability and minor nutrient uptake.
  • Atomic Confusion (Secondary): Students who are beginning to progress correctly identified that carbon atoms go into glucose. However, those with 0% accuracy believe carbon is converted into oxygen. This indicates a confusion between the process (gas exchange) and the matter (the actual atoms that build the plant).

2. Targeted 15-Minute Intervention: “The Thinning Soil”

Goal: Disprove the soil-mass theory and trace the path of carbon atoms.

Phase 1: The Discrepant Event (5 Minutes)
  • Visual Prompt: Show a photo of a massive Redwood tree and a small hole in the ground.
  • The Question: “If this tree weighs 2,000 tons and got all its weight from the soil, why isn't there a 2,000-ton hole in the ground?”
  • Data Dive: Briefly present Van Helmont's willow tree experiment results: Soil lost 2 ounces; Tree gained 164 pounds.
  • Check for Understanding: “If the mass didn't come from the soil, and we know it's not just water, what is the only thing left that the plant is taking in?” (Lead them to CO2/Air).
Phase 2: Atomic Tracking (7 Minutes)
  • Activity: Use different colored “Snap Cubes” or Legos to represent atoms.
    • Black: Carbon (from CO2)
    • Red: Oxygen
    • White: Hydrogen
  • Action: Have students “capture” a CO2 molecule (1 Black, 2 Red) from the air.
  • The Transformation: Explain that the plant “breaks” the CO2. The Oxygen (Red) is released for us to breathe, but the plant keeps the Carbon (Black).
  • Building the Tree: Have students snap their “Carbon” cubes together into a long chain. Tell them: “This chain is the wood of the tree. The tree is literally made of breath and thin air.”
Phase 3: Exit Ticket (3 Minutes)
  • Question: A scientist grows a plant in a pot. At the end of the month, the plant weighs 50g more, but the soil weighs the same. Where did those 50g come from, and what molecule did they start as?

3. Parent Communication Template

Subject: Science Update: Exploring how plants grow!

Hi [Parent Name],

We have been investigating the “magic” of photosynthesis in science class lately! I am working with a small group of students, including [Student Name], to dive deeper into how plants use air and water to build their physical mass.

If you'd like to reinforce this at home, here are two quick things you can ask:

  1. The “Big Tree” Question: Next time you see a large tree, ask: “If that tree got its weight from the dirt, why isn't there a giant hole under it?”
  2. The “Air” Fact: Remind them of the “coolest fact in biology”: that trees are essentially made of “recycled air” (carbon dioxide).

Best,
[Teacher Name]

This is real output — a CFU Tracker prompt pasted into Gemini generated the full intervention plan shown above, complete with misconception analysis, a hands-on activity, an exit ticket, and a parent email template. The Plan Generator can also create prompts for sub plans, eLearning days, enrichment activities, review sessions, and parent conferences.
The Difference

Why not just use AI directly?

You could paste quiz data into ChatGPT. Here's why FormativeKit does it better.

Student data stays private

FormativeKit processes everything in your browser. Student names, scores, and answers never leave your machine. Pasting a CSV into ChatGPT sends all of that data to OpenAI's servers.

FormativeKit: browser only ChatGPT: sent to cloud

Longitudinal tracking

CFU Tracker remembers previous quizzes and builds a trajectory for each student across assessments over time. A chatbot starts fresh every conversation — no memory of what came before.

CFU Tracker: remembers history Chatbot: starts fresh

Consistent structured analysis

FormativeKit produces the same structured output format every time — performance groups, trajectory dots, wrong-answer patterns, and ready-to-use prompts. AI responses vary unpredictably between sessions.

FormativeKit: same format every time AI: varies each session

Faster than prompt engineering

Upload a CSV, choose a plan type, and click generate. No crafting the perfect prompt, no reformatting data. The Plan Generator builds structured prompts automatically from your actual student data.

FormativeKit: upload + click AI: write + paste + iterate

Ready to try it?

Start your free 30-day trial. No credit card, no setup. Just sign in with Google and upload your first quiz.

Open CFU Tracker Open QuizAnalyzer
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