Actus Potentia Releases Arithmetic Software ( with Built-in Assessment Tools

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Each of the more than one hundred modules and sub-modules in Actus Potentia’s Arithmetic software contains built-in continuous and summative assessment tools. The continuous assessment tools facilitate students’ learning and the summative assessment tools measure the students’ attainment of the outcomes in the arithmetic curriculum.



For effective learning, students must possess a rich foundation of existing knowledge, must be able to build a connected network of essential concepts in the existing knowledge, and must be able to analyze and apply the existing knowledge with precision. Effective learning leads to success and intrinsic motivation. Continuous assessment, timely feedback, and help ensure effective learning. Continuous assessment measures the richness of the foundation, connectivity of essential concepts, and the precision in the existing knowledge. Without continuous assessment, deficiencies, imprecision, and poor connectivity of existing knowledge remain unknown.

However, continuous assessment involves huge time commitment from the teachers, especially in classes with more than fifty students. To eliminate the possibility of neglected continuous assessment, all modules and sub-modules of the Arithmetic software have built-in assessment tools. This ensures complete, effective, personalized, and self-paced learning for all students.

Consider the specific example of fraction subtraction. Mastering this concept requires that the students are proficient in the dependencies that are the concepts of least-common-multiple, mixed numbers, and improper fractions. Instead of checking a student’s final answer for a fraction subtraction problem, the problem is broken up into multiple steps in the Arithmetic software. Each step corresponds to one dependency and student’s response at each step is checked for correctness. This continuous assessment identifies student’s deficiency in any of the dependencies. When a deficiency is identified, the teacher may require the student to do remedial work with the modules that are appropriate for the deficiency. In this manner, through continuous assessment, a student’s deficiencies are identified and rectified in a timely manner so that the student cannot move ahead with deficiencies.

For summative assessment, the Arithmetic software allows the students to make an email connection with their teacher. The software keeps the score of student performance and with only a click of a button this score can be communicated to the teacher. This functionality fully eliminates the time consuming manual grading of students’ work.

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Ambar Mitra
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