CHECKPOINT is built for the moment when a teacher needs signal fast: not another spreadsheet, not another login wall for students, and not a quiz that only says who was right. A session should move from idea to classroom data with as little friction as possible.

This walkthrough shows the real current flow: create a class container, generate a misconception-targeted assessment, share it with students through a short link, code, or QR code, then read the report while the signal is still fresh.

Step 1: Create Your Account and Class Container

Go to checkpoint.viablelearning.org and sign up as a teacher. You can use Google sign-in or email and password. Once you are in, you land on the teacher dashboard.

Before publishing an assessment to students, create the class it belongs to. This does not have to be heavyweight. Think of a class as the container that gives CHECKPOINT enough context to generate and organize better assessments: standard set, subject, grade, school year, and optional details like preferred themes or planned student count.

That class container gives teachers choice. For a quick one-day pulse check, students can join with nicknames and you can focus on class-level patterns. For longitudinal tracking, you can ask students to use consistent names, maintain class records, and merge duplicate student records when needed. CHECKPOINT supports both modes because classrooms need both.

Reusable library question sets are different. They are for reuse and editing; they do not have live sessions, reports, or student data until assigned or copied into a class.

Step 2: Create an Assessment

Click Create Assessment from the dashboard or from a class page. The flow starts with class selection. After you choose an active class, pick Quick Create for a fast one-page setup or Guided Create when you want more deliberate control.

Standards

The class provides the standard set, subject, and grade automatically. You choose the specific standard or standards you want to probe. That keeps the assessment anchored. The questions do not drift into generic practice; they stay connected to the learning target in front of you.

Misconceptions

This is where CHECKPOINT earns its name. Select the misconceptions you want to investigate. These can come from the preset misconception library or from class-specific misconceptions you add yourself.

A custom misconception saved to the class library can be reused in future assessments for that class. That matters because the most useful assessment often comes from what you already noticed in your own students.

Engagement

Add an optional student theme if you want the questions framed in a context students will actually read. Preferred themes saved on the class can be used as defaults. The theme changes the surface story, not the academic target.

Generate

Click Generate Questions. CHECKPOINT creates multiple-choice questions aimed at the selected misconceptions. Review them, regenerate an individual question if needed, regenerate the full set, or revise details on the edit screen. CHECKPOINT can also suggest a title and description after the questions are ready.

When the set is ready, save it as a class assessment. Later, if you want those questions available outside this class, use Save To Library from the class assessment to create a reusable library copy.

Step 3: Launch and Share

Open the class assessment from the dashboard, the class page, or the assessment report and click Launch Session. CHECKPOINT creates one active shareable session for that assessment and generates a six-character code such as K7MN2P.

The share modal gives you more than a code. The short address is simple enough to put on the board by itself: chck.pt. For a specific session, it looks like chck.pt/K7MN2P — no long URL needed. You also get the six-character code and a QR code, and you can copy the short link, copy the code, open the link in a new tab, show the QR code, download the QR code, or copy the QR image into slides or your LMS.

For students, the fastest path is the short chck.pt link or QR code. If you share only the code, they can still enter it manually from the join page. No student account is required, no app is installed, and no password has to be remembered.

Students choose a nickname when they join. Use that flexibility intentionally: casual nicknames for a fast pulse check, consistent names when you want to connect patterns across sessions. As students join, they appear in the waiting room. When the class is ready, click Start Assessment.

Step 4: Monitor the Session

Students work through the questions at their own pace. The Live View shows who has joined, who is in progress, who has completed, and how far each student has moved through the question set.

As completed responses come in, the report can show score summaries, question-level option counts, and misconception signals. During class, use the live view for pacing and participation. After students finish, use the analysis views to decide what deserves attention next.

You can pause and resume the session at any point. When students finish, they see a completion screen and wait. End the session when you are ready to close that code and preserve the result set.

Step 5: Read the Results

The report is ready immediately. Start with the pattern, not the grade.

Misconception signals: The overview highlights targeted misconceptions with high error rates. A high incorrect rate is not a final diagnosis by itself, but it is a strong prompt for teacher judgment: is this random error, confusing wording, or a real misconception surfacing?

Question analysis: The report shows how many students selected each option. Clustered wrong answers are often more useful than average scores because they point toward a specific idea the class may be using.

Individual responses: For completed students, you can inspect how each student answered. That supports follow-up when you need it, while still allowing a fast class-level check when that is all the moment requires.

The question to ask is simple: What do I do in class tomorrow because of this? If 12 out of 25 students chose the same misconception-linked option, that is not just a miss. It is a teaching lead.

A Few Practical Notes

Keep the first assessment short. Three to five questions is enough to create a useful signal and keep the session moving.

Use class identity at the level the moment deserves. Quick checks can be lightweight. Longer units can benefit from consistent student names and class records. The power is in the choice.

Questions, feedback, or things that do not work the way you expected? Use the Help page. We read every message.