
A teacher-friendly student progress tracker for Grades 3–8 that helps you record assessments, monitor student performance, compare results with a target, and quickly identify students who may need attention.
What is this resource?
The Student Progress Tracker is an automated Excel and Google Sheets-ready system for teachers who want a structured way to record assessment results and review student performance without writing formulas.
Enter your class information, students, assessments and scores once. The tracker then calculates performance information and provides several views for reviewing your class.
What it helps you do
• Set a class Target Percentage
• Maintain your student roster
• Record quizzes, tests, homework, projects and other assessments
• Enter student scores without calculating percentages yourself
• Automatically calculate Score % and Performance Status
• Identify Meeting Target and Below Target results
• Monitor Improving, Stable, Declining, No Data and Insufficient Data indicators
• Identify students needing attention
• Review class performance and assessment results
• Review an individual student’s assessment history
What’s included?
• START HERE
• SETUP
• STUDENTS
• ASSESSMENTS
• RESULTS
• DASHBOARD
• STUDENT SUMMARY
• ASSESSMENT SUMMARY
• CLASS SUMMARY
• PDF Buyer/User Guide
How it works
SETUP → STUDENTS → ASSESSMENTS → RESULTS → REVIEW → ACT
Enter your information once, then let the workbook organise the calculations and summaries for you.
Platform
You receive an Excel workbook and a Google Sheets-ready version. A PDF guide explains the workflow and how to use the tracker.
No formula writing is required for normal use.
Important
This is a focused student assessment and progress-tracking system. It is designed to help teachers record results, compare performance with a target, review progress indicators and identify students who may need attention. The indicators support teacher review and professional judgement; they do not replace it.
Digital resource — no physical product will be shipped.
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