Wadmore for Schools

Every student has a cognitive profile. Wadmore makes it visible.

Name: Wadmore for Schools
Price: 40 AUD

A Cognitive Profile across eight independently scored domains for every student, with next-step strategies matched to each developmental level, and Pathways for secondary students. Structured evidence for responsive teaching, support, NCCD adjustment records and careers guidance.

Talk to us about your school See Pathways

Cognitive Domains

Independently scored

Developmental Bands

IRT-based, criterion-referenced

288

Construct Indicators

Construct-level detail

50+

Peer-Reviewed Sources

Evidence-grounded

Australian-built

Local support, AUD pricing, school-year alignment

Founding schools: Lock in $40 AUD + GST per student for three years, with on-site support for your launch, in exchange for feedback and a case study.

Talk to us

Recognition

You know your students.
Now you have structured evidence about them.

Teachers see these patterns every day. Wadmore can show whether a student's profile is consistent with one, and provides strategies grounded in the relevant research literature.

"The student whose verbal contributions are sharp but whose written work doesn't match"

Pattern often associated: High Abstract Reasoning and Logical Sequencing, with Processing Speed or Executive Functioning developing more slowly.

Verbal reasoning and written output draw on different cognitive resources. When Wadmore shows the asymmetry, it sharpens the conversation about where the support actually needs to go.

"The strong reader who falls apart on a three-step instruction"

Pattern often associated: Strong reasoning, with Memory and Attention developing more slowly.

Working memory capacity is a distinct cognitive resource from comprehension. When this pattern is present, scaffolding instructions visually often produces a markedly different picture of what the student can do.

"The student who freezes on assessments despite clearly knowing the material"

Pattern often associated: Strong capability across reasoning domains, with developing Cognitive Confidence.

Capability and self-efficacy under evaluative pressure are separable. Wadmore reports them independently, which can shift the support conversation away from 'practise more' toward something more useful.

"The student who looks 'unfocused' but is genuinely faster than the lesson pace"

Pattern often associated: High Processing Speed and Abstract Reasoning, with Memory and Attention developing alongside.

What reads as distraction is sometimes pace mismatch. Wadmore can help distinguish a student who needs more structure from one who needs more challenge, which are very different responses.

Two kinds of evidence

Every school holds two kinds of
evidence about a student.

One records what they've produced. The other shows the cognitive capability they're developing.

Artefact evidence

EssaysProjectsPortfoliosHomework

What the student produces. Valuable, rich, and now of unknowable provenance.

Capability evidence

Reasoning

Memory & attention

Executive functioning

Metacognition

Observed live · adaptive · individually timed

Observable cognitive performance under known conditions. Observed as it happens, not handed in afterwards.

Artefact evidence remains valuable. It is no longer sufficient on its own.

Complete Coverage

Eight domains across three clusters

Cognitive Processing

Reasoning with patterns, rules and sequences

ARAbstract Reasoning

LSLogical Sequencing

Creative Thinking

Ideas generated and elaborated

CDCreative Thinking

Applied Cognitive Performance

Speed, memory, control and self-monitoring in action

PSProcessing Speed

MAMemory and Attention

EFExecutive Functioning

MRMetacognition

CMCognitive Confidence

What schools do with the evidence

Six applications, one platform.

Responsive Teaching

Understand the cognitive landscape of your classroom. Evidence about cognitive performance patterns to inform pacing, load and placement decisions.

Learning Support & Intervention

Add observed cognitive performance to the behavioural and achievement evidence you already hold. One more input to support planning.

Gifted and talented

Identify cognitive strengths across all eight domains. Evidence to support decisions about extension and enrichment.

NCCD Evidence

Structured cognitive performance data that can contribute to the evidence base for NCCD adjustment-level records, alongside your existing observational and achievement data.

Careers and Pathways

Pathways is the companion report to each profile: career areas worth exploring, subjects that keep options open, and ways to test the fit. Included in the $40.

Parent Conversations

Enrich parent-teacher meetings with structured, strength-based cognitive evidence. A shared language for discussing development.

The whole class, not only the child

The same assessment reads the cohort.

Teachers see their own classes. Leaders and learning support see the whole school. Every student is compared with the reference for their own age, and results are shown as counts of students, never as a ranked list.

A sample class sheet for Year 5 class 5B: Abstract Reasoning as the domain with the most students above their reference, with a whole-class move, Memory and Attention as where to teach next, and a chart of how many students sit below, within or above their reference in each domain

For teachers

What this class can build on, and where to teach next.

The class sheet
The domain where the most students are above their developmental reference, and where focused teaching will reach the most students this term, each with a whole-class move and the research behind it.
Where students sit
For each domain, how many students are building toward, consistent with or above the reference for their own age. Select a segment to see who.
Plan by domain and by student
Strategies at the band each student is working in, a one-page summary per student, presenter mode for staff meetings and a printable class sheet.

For leaders and learning support

Where programs, staffing and professional learning could go next.

School overview
What stands out across year levels, and planning signals for extension, learning support and professional learning.
Review
Students extending well beyond their reference, and students building toward it in two or more domains, ready for a conversation with class teachers.
Reports and release
Release each parent report with a private link, withhold or revoke access at any time, and keep every release on record.

A sample school overview: what stands out across Years 5 and 7, planning signals for extension, learning support and professional learning, and each year level against the reference in every domain

Sample school built from demonstration data. Groups smaller than five students are never shown.

Inside a Wadmore Profile

What each student's profile shows.

Every student assessed receives a Wadmore Cognitive Profile online and as a PDF. Each area is reported on its own and compared with the developmental reference for the student's age.

Sample profile built from demonstration data.

Abstract Reasoning for a sample student on a phone: Band 7 on a band strip with the reference for age 9 shaded at Bands 3 to 4 — Each area on its ownThe band reached, the reference range for the student's age, what the tasks asked and what the student did.

Try at home for a sample student on a phone: a plan with one of two activities tried, and activities grouped by area — Activities from the resultsEach activity is chosen from what the student did, with a plan families can tick off.

Over time for a sample student on a phone: two profiles a year apart, area by area — Change over timeProfiles side by side after a reassessment, with change shown only where it is larger than measurement error.

Designed for diverse learners

Including EAL/D students

Cognitive assessments can confuse language proficiency with cognitive ability. Wadmore items are systematically reviewed for linguistic accessibility. Where possible, cognitive measurement is designed to minimise the role of English language proficiency in the result, so EAL/D students are assessed on cognitive capability rather than language comprehension.

Reasoning and speed domains use visual and symbolic material with minimal text

DIF-aware item design, with bias analysis as cohorts accrue

Items reviewed for linguistic accessibility

EALD-accessible readability standards throughout

Design principle: Where a domain can be measured without relying on English text, it is. Where reading is required, items are written to minimise linguistic complexity without reducing cognitive demand.

Until now, this evidence cost a referral.

Typically $1,650 to $1,950 AUD per student, months deep. At that price it was rationed to crisis. Wadmore prices it as a whole-cohort instrument.

Every student. Not only the ones already struggling.

Pricing

One price per student

Everything included. No cohort minimum.

Cognitive Profile and Pathways

$40AUD + GST per student

The eight-domain Cognitive Profile with strategies at each band, teacher class views, cohort views, and Pathways for secondary students. Re-measurement is recommended every two years at the same price.

Talk to us about your school

Founding Schools

The $40 rate locked for three years and on-site support for your launch, in exchange for feedback and a case study. A small first group of schools.