Privacy & Consent Notice

LearnID is designed to turn structured reflection responses into an educational picture of how a learner approaches learning.

A Learning Identity report is not intended to describe a learner from one answer, one preference or one moment. Instead, LearnID considers evidence collected across multiple questions and different response formats.

The purpose of this process is to help a learner notice recurring patterns in areas such as self-regulation, reflection, guidance seeking, experimentation, structure seeking, metacognitive awareness and other learning-related dimensions represented by the active assessment version.

This notice explains what information may enter that process, how it is transformed into evidence and signals, how it is used in reporting, and what the resulting report should and should not be understood to mean.

LearnID may process several forms of structured information depending on the assessment version and the questions presented.

A response is treated as one piece of evidence rather than as a complete statement about the learner.

LearnID can use different question formats because different formats can reveal different aspects of a learner's stated preferences and approaches. Depending on the assessment version, these may include single-choice responses, multiple selections, ranking tasks, follow-up questions and other structured forms of reflection.

A response can contribute evidence to one or more learning dimensions. Other responses may contribute additional evidence to the same dimensions. This allows the assessment to consider repeated or converging information rather than relying entirely on an isolated answer.

LearnID organises evidence into learning-related dimensions so that recurring patterns can be examined at a higher level.

A dimension represents an area of learning behaviour or approach that the assessment is designed to examine. Depending on the assessment version, dimensions may relate to areas such as self-regulation, metacognitive awareness, reflection, guidance seeking, experimentation and structure seeking.

More than one question may contribute evidence to a dimension. This means that a learner's position within the framework is not intended to come directly from one question or one preferred answer.

The dimensions are part of the LearnID framework itself. They should not be interpreted as universally established psychological traits or as independently validated clinical constructs merely because they appear in a LearnID report.

The active assessment methodology determines how different pieces of evidence contribute to the resulting pattern.

LearnID can apply predefined scoring and weighting rules to responses. Different questions may therefore contribute different amounts or forms of evidence depending on their role in the assessment.

The system can also consider the amount of supporting evidence available and, where implemented by the active version, how consistently related evidence appears across the assessment.

The resulting values are internal measurements within the LearnID framework. They are not IQ scores, clinical scores, academic grades or universal measurements of human ability.

LearnID may derive broader learning signals when multiple pieces of evidence support an interpretable pattern.

These signals are intended to sit above individual responses and dimensions. Their purpose is to help translate a collection of assessment evidence into a form that is easier for a learner to understand and reflect upon.

A higher-level signal should therefore be understood as an interpretation generated from the assessment framework, not as a newly discovered fact about the learner.

The final report is a translation layer between the assessment evidence and an understandable educational reflection.

After responses have been processed, the active methodology determines which dimensions and signals are supported by the collected evidence. Those results are then translated into readable descriptions.

The report is therefore not simply a list of answers. It is a structured interpretation of the relationships between responses, evidence, dimensions and derived signals within the current LearnID framework.

The wording presented to a learner is intended to encourage reflection and practical understanding rather than to provide a definitive judgement about who that person is.

LearnID has deliberately defined boundaries around what its reports are intended to claim.

LearnID is not a medical, psychiatric, psychological, clinical, intelligence, personality or diagnostic assessment.

A LearnID result should not be interpreted as determining a learner's intelligence, mental health, medical condition, psychological condition, academic ability, future performance or overall potential.

It should also not be treated as assigning a permanent learning type. A learner's approach can vary according to subject, environment, experience, motivation, confidence, support, circumstances and the particular task being undertaken.

Learning information can become more meaningful when shared with the right person, but sharing should remain an informed choice.

Where the platform provides sharing controls, those controls are intended to distinguish between information required to generate the learner's report and information that the learner chooses to share with another person.

A learner may therefore need to consider who should see their Learning Identity information, why it is being shared and whether the information is appropriate for that context.

Learners should review the actual sharing controls and permissions presented by the current version of Prosikshya before sharing their report with tutors, educators, parents or other recipients.

LearnID depends on the quality and authenticity of the information supplied during the assessment.

Learners are encouraged to answer according to their actual experience rather than selecting responses because they appear more desirable, intelligent, productive or socially acceptable.

The resulting report can only reflect the evidence available to the assessment. It should therefore be read as a structured reflection of the learner's responses at that point in time.

Circumstances can also influence responses. A learner may answer differently when tired, under pressure, learning a new subject, working independently or receiving substantial support.

LearnID is a versioned system because the methodology itself may develop over time.

Questions, response formats, evidence rules, dimensions, scoring logic, weighting, interpretation methods, reporting language and other components may change between assessment versions.

This means that two assessments completed at different times may use different methodology versions. Results should therefore be interpreted together with the version under which they were generated.

Learning Identity information can contribute to an educational profile and should therefore be handled responsibly.

Access to learner information should be governed by the permissions and technical controls implemented by the Prosikshya platform. Learners should consider carefully who receives their report and whether the recipient needs access to it.

This notice does not by itself describe every technical security, retention, deletion, hosting or access-control mechanism used by the platform. Those practices are governed by the current Prosikshya implementation and applicable policies.

Participation should occur only after the learner has had a reasonable opportunity to understand the assessment.

Before beginning, learners should understand the purpose of LearnID, the general nature of the information processed, how responses are transformed into evidence and reported patterns, the limitations of the framework, and the meaning of the applicable consent and terms acknowledgement.

By continuing after the applicable consent and terms acknowledgement, the learner confirms that they have had an opportunity to review this information and understand the educational nature and limitations of LearnID.