Delights the teacher, benefits the learner.


According to research, the best way to promote learning is to influence evaluation. Almost every teacher has been in a situation where a learner asks “Will this be asked in the exam?” If the teacher answers “No”, it is clear for the learner that many other things are more important. We can also think of a situation where one of the topics evaluated in the spring school report would be the ability to take other learners into consideration. The parents would immediately realize that the matter is very important.


    • “Evaluation guides studying and learning more than any other factor in the learning situation.”(Entwistle & Entwistle, 1992; Hodgson & Pang, 2012; Segers & Dochy, 2006; Struyven, Dochy & Janssens, 2005)
    • “Integrating formative evaluation into the teaching/learning process has huge influence on learning.”(Hattie, J. (2012) Visible Learning for Teachers.)


The things emphasized in teaching will inevitably also show more in learners’ actions. If learners are asked to evaluate themselves and other learners in terms of how they treat each other every day, they will inevitably start paying more attention to how others are treated.


Evaluation has at least two tasks: a formative and a summative task. The purpose of the summative task is to describe the progress and performance of learners for different parties, such as learners themselves, parents, a school for further studies, or the business sector. Summative evaluation plays an important role in schools and should not be underestimated! It motivates, encourages and rewards. On the other hand, it can also be used as an instrument of power. In the Finnish educational system, the final grades in the primary school and the upper secondary school are based on summative evaluation.

When we talk about evaluation in Qridi, we mean formative evaluation, which takes place in teaching every day and motivates and guides the learners. Evaluation of this kind should be seen as a process that aims to support learning and give learners feedback for their performance.


According to the new primary education curriculum, schools should evaluate factual knowledge in different subjects and the progress that the learners have made in their studies. Attention should also be paid to 21st century learning skills and behavior.

With Qridi, it is possible to evaluate and teach 21st century learning skills at the same time, in other words, the whole made up by knowledge, skills, values, attitudes and will, and behavior. The tool has been specifically designed for the evaluation and guidance of continuous learning. Without 21st century learning and behavioral skills, learners will find it difficult to deal with substance knowledge in different subjects. A school focusing on 21st century learning skills usually has successful learners.

Therefore, learners’ self-reflection is at the core of Qridi. Reflection can be related to information, substance, 21st century learning skills or behavior.


There are separate browser-based interfaces for teachers, learners and parents. The teacher’s user interface has been designed for use with a computer. The user interfaces for learners and parents, in turn, are available via a computer, tablet or smartphone. In addition, learners can download a mobile application for using the interface. We have paid special attention to the logic and visual appearance of the user interfaces.

Users will log in with special passwords and user IDs. Children can log in easily with the help of a QR code or series of pictures. We have especially taken into consideration learners who do not yet know how to read, and learners who prefer a more adult-like user interface. Log-in is also easy using MPASS and Google IDs. We can create more interfaces upon the customer’s request.


Qridi offers teachers a didactic tool for easily performing diverse formative evaluations in teaching. When all of its features are in use, Qridi is a school work organisation and evaluation tool for both teachers and learners.

With Qridi, learners can contribute to all phases of the learning process:

  • goal-setting
  • implementation
  • evaluation

Qridi helps learners develop their self-regulation capabilities. In addition, learners take responsibility for their efforts, thereby developing a strong sense of ownership over their learning.


Studying means the goal-oriented acquisition of knowledge and skills. Qridi allows learners set goals for their learning. Learners can regularly contemplate on the progress they are making towards the goal by placing themselves either uphill or downhill on a mountain slope. Teachers and parents can monitor the fulfilment of the goals via their own user interfaces, and teachers can also set shared goals for their groups.


The learning environment is not confined to the classroom only, but different learning environments at the school and in the yard, nature, urban environment, libraries and parks offer opportunities to implement the curriculum functionally. In addition, teaching is seldom centered around textbooks only. Instead, different types of electronic environments, games, web content, magazines etc. are used as a natural part of teaching.

With the task list, you can

  • organize your teaching, gather together functions taking place in different learning environments and see the phase that a learner has accomplished at a specific time; at the same time, learners will also see what is expected from them.
  • use the task list for the self-evaluation of the subject-specific goals set out in the curriculum.

The task list feature is very popular among teachers using the flipped learning method

Read more about how Markus Humaloja is using Qridi.

The task list also allows teachers draw up evaluation questions for preparing self, peer or group evaluations for learners, and an evaluation query for the parents. Evaluation can also involve goals related to knowledge, skills, behavior or 21st century learning skills. The queries should be repeated regularly. Over the long term, evaluations provide material for extensive reporting that can then be used in evaluation discussions or as an aid to planning teaching. In addition, preparing different types of evaluations makes the learners think about and reflect on their learning efforts. The resulting data help learners recognize their strengths and aspects where there is room for development. Evaluations issued by different parties are shown side by side, helping learners compare their views with those of others.

Read more about how Mikko Karjalainen is using Qridi.


With the learning diary, learners can take pictures of the phases of the crafts process, for instance, while reflecting on their work verbally. The feature allows teachers document the crafts learning process, as required by the curriculum. In addition, the diary can be used for taking pictures of mathematics homework, for example.

Read more about how Marika Kerola is using Qridi.

Read more about how Mirva Ämmälä is using Qridi.


Qridi also makes teachers’ evaluations easy, so learners can compare their self and peer evaluations with those of teachers. Evaluation questions and topics should be the same as those used in learners’ self and peer evaluations. Where necessary, teachers can also apply settings that prevent the learners from seeing teachers’ evaluations.

Read more about how Teemu Tittonen and Rea Tiilikainen are using Qridi.

You can print yourself school characters for use in pre-primary and elementary education. Click the following link to access pictures, which you can use by entering the licence CC BY-NC-ND 4.0. In Qridi, the same characters can soon be attached to learners’ self and peer evaluation questions. This way, Qridi can also be used by learners who do not yet know how to read.