For schools, academies and university programmes
The full evaluation, on one page
Reach120 is TOEFL practice software a teacher can put in front of a class today. It is not an institutional platform, and this is written so you can work out which one you need before anyone books a call.
What follows is the build as it stands: what a teacher can do this afternoon, and the list of things institutions routinely require that this product does not have. The second list is longer than the first.
The shape of the workspace your teachers would use
DiagramThis is a diagram of the screens, not a screenshot of them. Every label in it is the wording the shipped screen uses — a test reads the screen off disk and fails if one is renamed — and every value is left blank.
The cohort view a teacher opens
One read across every class that teacher runs, ordered by who needs them first rather than alphabetically.
All classes
Overview
- At risk
- Watch
- On track
This week
- scored responses
- active learners
- mocks completed
- assignments overdue
The columns carrying a score are left out of this diagram, not out of the screen. The teacher who runs the class reads them behind a learner’s row — the panel below is where that learner agreed to it — and no surface above that teacher shows a score at all.
Setting a piece of work
The teacher picks the task and the question, writes the instructions in their own words, and chooses who receives it.
- Choose one or more tasks
- Pick a question
- Instructions (optional)
- Assign to
- Publishing
Whole classSelected studentsDue date
The due date is optional and the recipients are chosen per piece of work, so this fits a syllabus you already run rather than replacing it with ours.
What a learner reads before joining
The same screen on every route in — an invite link, a class code typed on their own dashboard, or that code scanned from a projected slide. Accepting it is the only way through.
Your tutor will see
- Scores and rubric feedback on practice you complete
- Submission history and PDF feedback reports
- Assignment progress and activity
- The email address on your account, which labels you on their class roster
Your tutor will never see
- Your password, email inbox, or login details
- Billing, subscription, or payment information
- Your chat history with the Reach120 assistant
DeclineAccept and join
Neither list is written for this page. Both are the arrays the consent screen itself renders, imported from the module it reads them from, so changing what a teacher can see rewrites this diagram in the same commit.
Who holds access, and how it moves
Access bought by the teacher is given to named learners on their own rosters and released back when a student leaves, so a cohort that turns over is not bought twice.
- Bought
- Assigned
- Spare
- On a seat you pay for
- Blocked — no paid access
Give a seatRelease
No price and no count is drawn here. What a seat costs is quoted per programme rather than published, and a seat grants no sight of a learner’s work to whoever pays for it.
What a teacher can do today
Classes a teacher creates without waiting on us
A teacher makes a class in the workspace and students join it themselves — by a private invite link, by a class code they type on their dashboard, or by scanning the code from a projected slide. There is no roster to send us and nothing for your IT team to install.
Assignments that follow your syllabus, not ours
The teacher picks the task type, writes the instructions and sets the due date. There is no fixed course a cohort has to be marched through, so this fits alongside a programme you already run rather than replacing it.
The response behind every score
A teacher opens any submission and reads the response itself, the rubric reasoning, the line-level corrections, and what the feedback does not cover. A moderator checking a colleague’s judgement gets the same view.
A per-student record a teacher can open mid-term
Assigned, completed and outstanding work sits in one class queue, with each student’s history behind their name. It answers the question a programme lead asks in week six, which is who has stopped working.
One read across every class a teacher runs
Above the individual classes sits a cohort view: where the group sits on the practice rubric, which rubric dimension is weakest across all of them, how much assigned work has been completed, and who has stopped submitting. It answers the planning question — what should the next lesson be about — rather than the pastoral one.
The person who pays sees unseated learners across every teacher
Seat candidates are drawn from every class run by anyone staffed to the account, not only the classes the buyer teaches themselves — so a colleague’s student can be handed a seat without asking the colleague to do it. It stops at that one action: it does not open a colleague’s roster, reassign their class, or put one teacher’s account above another’s.
A consent screen the student reads before anything is shared
Whatever route a student arrives by, they see the same screen naming exactly what their teacher will and will not see, and accepting it is the only way into the class. They can leave from their own settings, and the teacher can remove them.
Practice that matches the 2026 test rather than the old one
Every task type across the reading, listening, speaking and writing sections follows the current format, and the map behind it links to the ETS specification with the date it was read. Retired formats are labelled as retired instead of quietly left in.
A feedback report that leaves the platform
Any scored response exports as a PDF the student keeps and the teacher can attach to a tutorial record. Nothing a learner has produced is locked to an account that stops being paid for.
Access a teacher buys for their learners, and reassigns
Rather than asking every student for a card, the teacher buys access for the learners on their own rosters and gives it to them by name. When a student finishes and leaves, that access is released and goes to the next one, so a cohort that turns over is not bought twice.
What a student in your programme does
Your teachers work in the workspace; your learners work in the same product any individual buyer uses. Nothing about a class changes what a student sees when they sit down to practice, which is deliberate — a cohort build that diverges from the main product is a cohort build that rots.
They join the class themselves
A learner follows the invite link, types the class code on their dashboard, or scans it from a projected slide. Before they are in, they read a screen naming exactly what their teacher will and will not be able to see, and accepting it is the only way through. Nobody is enrolled on their behalf.
They practice every section of the current test
Reading, Listening, Speaking and Writing, in the task formats the test uses since the 2026 change. A teacher can assign specific work with a due date, or leave a learner to work through the bank on their own — there is no fixed course either of them has to be marched through.
Written responses come back scored, with the reasoning attached
An email or a discussion response is scored against the rubric criteria, with the rubric reasoning, line-level corrections, and an explicit note of what the feedback does not cover. The learner sees the same evidence the teacher does — this is not a report written about them behind their back.
Spoken responses are scored on intelligibility, fluency and language use
A recorded answer is scored on how intelligible it is, how fluently it runs, and the grammar, vocabulary and accuracy of what was said. ETS scores Delivery by the effect pronunciation, intonation and pacing have on overall intelligibility, and intelligibility is what is measured here. What this does NOT do is tell a student which individual sound to correct — that coaching does not exist in the product, and a teacher remains the only source of it.
They can sit a full mock under test conditions
A combined mock runs the sections end to end with the timing the specification lists, and produces one report rather than four. It is practice software: nothing here supervises a test-taker or verifies who is typing.
Everything is exportable, so it survives leaving
Any feedback report downloads as a PDF the learner owns. A student who finishes your programme, or leaves it, keeps their record without needing an account here or a teacher to send it to them.
How your learners get access
A teacher can buy access for their own learners and move it between them as cohorts turn over. There is still no site licence and no procurement route, and it is worth understanding the shape before you plan a cohort around it.
The Educator Workspace costs a teacher nothing
Creating classes, inviting learners, setting assignments, reading the evidence behind every score and looking across your classes are not billed. Your teachers do not need a plan to run this.
A teacher can buy access for their own learners
Seats are bought on one card by the teacher who runs the classes, and given to named students on their rosters. When a student sits the exam and leaves, the seat is released and goes to the next one, so a cohort that turns over does not mean buying access twice.
A learner can still hold their own access
A seat does not replace a plan a student already bought, and losing a seat does not take away work they have done. Their responses, scores and feedback reports stay theirs, and the reports export as PDFs whatever is paying for the account.
Card only — no invoice and no purchase order
Central purchase means one card instead of thirty, not a procurement process. There is no invoicing, no purchase order and no site licence. If your finance office cannot pay by card, raise it in the first message rather than the last.
A pilot is arranged directly, and deliberately small
For a first cohort we set the arrangement up by hand and talk to you while it runs. That is not a scale story and it is not pretending to be one — it is what a product at this stage can honestly support, and it means the people who built it are the people answering when something is wrong.
What this product does not have
These are the requirements institutions bring, and the status of each one in the build as it stands. None of them is on a promised date, because none has been scheduled.
Single sign-on with our identity provider
Not builtStudents and teachers sign in with their own email address or a Google account. There is no SAML or OIDC connection to a university directory, so accounts are not provisioned or deprovisioned by your systems.
An LMS integration (Moodle, Canvas, Blackboard)
Not builtNothing here is an LTI tool and no grade passes back to a gradebook. A teacher shares the class code from wherever they already talk to the cohort, and carries results across by hand or by the exported report.
Bulk enrolment from a student information system
Not builtThere is no roster upload and no CSV import. Every student joins by their own action, which is also what makes the consent screen meaningful — an account created for somebody has not agreed to anything.
An administrator account over several teachers
Not builtThe person who bought seats can see, and hand out, unseated access across every teacher on the account — that reach exists for seat assignment only. There is still no account that reassigns a class, edits a colleague’s roster, or holds authority over another teacher’s classroom; each class stays the teacher’s own to run.
An invoice, a purchase order, or a site licence
Not builtA teacher can buy access for named learners on one card and move it between students as cohorts turn over. That is the whole of central purchasing here: payment is by card, there is no invoice, no purchase order, no procurement paperwork and no site licence. If your finance process cannot pay by card, that is a genuine blocker today and it is better raised in the first message than the last.
A signed DPA, or a compliance certification
Not builtNo certification is claimed — not FERPA, not GDPR certification, not COPPA, and no SOC audit report. What is actually true about data handling is written in the privacy policy, and a data-protection question goes to the privacy mailbox where it is answered rather than badged.
Supervised or proctored testing for placement
Not builtThis is practice software. Nothing here supervises a test-taker, verifies who is typing, or produces a result an admissions office should treat as an assessment.
The 2026 test, in the published wording
Each statement below is quoted from the claims record behind this site, which names the source it was read from. Nothing here is our summary of the specification.
The scale your paperwork refers to
The reporting change is the part that reaches an institution first, because it lands in documents written long before anybody looked at a practice tool.
For TOEFL tests taken on or after January 21, 2026, official score reports use a 1–6 scale in half-band increments.
A requirement your programme publishes in the old numbers now describes a report your applicants no longer receive.
Claims record E-001 · source
During ETS's transition through January 2028, reports also include a comparable overall estimate on the previous 0–120 scale.
For the length of the transition an applicant may hand you a report carrying both, so a reader who knows only one of them can still misread it.
Claims record E-002
Before January 21, 2026, TOEFL iBT reported scores as ‘Reading (0-30) Listening (0-30) Speaking (0-30) Writing (0-30) Total (0-120).’
The wording most existing admissions pages and course handbooks still use, kept here so you can find the sentences that need rewriting.
Claims record E-023 · source
What the test contains
Enough of the specification to plan a course against, rather than to plan a course against a memory of the previous one.
The current Writing section lists 12 items: 10 Build a Sentence items, one Write an Email task, and one Academic Discussion task.
The count matters for pacing: most of the writing section is the short task teachers tend to spend the least class time on.
Claims record E-003 · source
The 2026 specification lists the Writing section at 12 items and 20 maximum raw points.
What a whole writing section is worth in raw points, which is the figure to teach against rather than a converted band.
Claims record E-015
Per the 2026 specification, the maximum points per Build a Sentence item is 1.
Each of those items is worth the same whether it is easy or hard for the student in front of you.
Claims record E-016
Build a Sentence represents 10 of the 20 listed maximum raw points in the Writing specification.
Half the writing section sits in the task type that is quickest to drill, which is where a short course buys back the most.
Claims record E-004
The 2026 Reading and Listening sections use multistage adaptive designs; Speaking and Writing are linear.
Reading and listening adapt as the student works, so students sitting side by side can be answering different item sets, and the habit of comparing raw answers afterwards stops working.
Claims record E-005 · source
The 2026 specification lists the Reading section at 50 items and 35 raw points, with task types Complete the Words, Read in Daily Life, and Read an Academic Passage.
What a reading section costs in class time, and the task names to set homework by.
Claims record E-009 · source
The 2026 specification lists the Listening section at 47 items and 35 raw points, with task types Listen and Choose a Response, Listen to a Conversation, Listen to an Announcement, and Listen to an Academic Talk.
The same for listening, where the task names changed more than the skills did.
Claims record E-010
The 2026 specification lists the Speaking section at 11 items and 55 raw points, with task types Listen and Repeat (7 items) and Take an Interview (4 items).
The same for speaking, which is the section most prep courses under-serve.
Claims record E-011
The 2026 specification lists 120 total items, 145 total raw points, and an estimated total test time between 1 hour 23 minutes and 1 hour 29 minutes.
The whole test is shorter than the timetable slot many programmes still reserve for it.
Claims record E-012
The 2026 specification lists estimated section times of 18–21 min router plus a 9 min module (Reading), an 18 min router plus a 7 or 11 min module (Listening), 23 min (Writing), and 8 min (Speaking), in a two-stage router-plus-module adaptive design for Reading and Listening.
Section timings, for anyone building a mock schedule that matches the current test rather than the retired one.
Claims record E-014
How responses are marked
The distinction to teach before a student argues with any practice result, including one produced here.
Reading and Listening items are machine-scored selected responses; the Write an Email, Write for an Academic Discussion, and all Speaking tasks are AI-scored constructed responses, per the specification's item-type notes.
Which parts of the test are marked against a key and which are marked against a rubric. A class that treats the second kind as arithmetic will argue with every mark it gets.
Claims record E-013
ETS states that its mock-test scores come from a system it calls TOEFL AI Lite — ‘built for speed and immediate feedback, helping you identify strengths and weaknesses in real-time’ — and that ‘when you take the real test, it is scored by a different system called TOEFL AI Deep’, which ‘takes a more comprehensive approach’ and ‘integrates with advanced security protocols with a human in the loop, to ensure your official score is accurate, fair, and recognized by institutions worldwide.’ ETS also states: ‘You might see some small differences between your mock test scores and your real test scores, and that's totally normal.’
Worth reading in full before any practice tool, this one included, is treated by a programme as a predictor of a real result.
Claims record E-030 · source
What this page does not claim
- No customer list, and no logos. Naming a school implies a reference we have not asked permission for, and a logo wall on a page like this is usually a list of trials.
- No write-up of a school that piloted this, and no count of institutions. Neither has been run and measured, so there is nothing to report — a page describing one would be describing something that did not happen.
- No quoted teacher, programme lead or student, and no star badge. Nothing published here is a person’s words unless that person agreed to it for this surface, and nobody has.
- No score-gain figure and no improvement claim, for your students or anyone else’s. None has been evidenced, so none appears anywhere on this site.
- No comparison to an official rater. Reach120 produces a practice estimate. It is not examiner-level, ETS-trained or ETS-calibrated, and how the scoring works is written up rather than asserted.
- No compliance badge. Certifications are listed above as things this product does not have, which is the honest place for them.
Questions programmes ask first
- LimitedCan we buy one monthly plan covering a small group of students?
- Not as a group plan. A teacher can buy access for the learners on their own rosters and give it to them by name, and when a student leaves it is released and goes to the next one. That is the whole of central purchasing here: payment is by card, and there is no invoice, no purchase order, no site licence and no procurement route. If your finance office cannot pay by card, that is the blocker to raise in the first message.
- YesDoes it evaluate speaking and writing automatically?
- Yes. Written responses are scored against the rubric criteria with the reasoning and line-level corrections attached; spoken responses are scored on intelligibility, fluency, grammar, vocabulary and accuracy. Reach120 produces a practice estimate. It is not examiner-level, ETS-trained or ETS-calibrated, and it does not tell a student which individual sound to correct.
- YesCan students sit full mock exams?
- Yes. A combined mock runs the sections end to end with the timing the specification lists and produces a single report. It is practice software: nothing supervises the test-taker or verifies who is typing, so a result here is not an assessment an admissions office should act on.
- YesIs there a dashboard for the teacher?
- Yes. A teacher sees their class roster, what is assigned and outstanding, each learner’s history, and the full evidence behind any score. Above that sits a view across every class they run: where the group sits on the practice rubric, which rubric dimension is weakest, and who has stopped submitting.
- LimitedCan a head of department see across several teachers?
- For access, yes; for teaching, no. Whoever bought the access sees a view across the teachers on the account — the classes and learners each one runs, and how many of those learners are waiting on help or have not been assessed yet — and can hand access to any learner on any of those rosters who has none. It stops there. No account reassigns a class, edits a colleague’s roster, opens a learner’s responses or scores, or holds authority over another teacher’s classroom.
- What happens to a student’s work when they finish or leave?
- It stays theirs. A learner can download any feedback report as a PDF and can leave a class from their own settings at any time, which immediately ends their teacher’s visibility. Their account and their practice history are not held by your institution and do not end with the course.
Rule us in or out this week
Reach120 is one person, so support is not outsourced to anyone else. We have not answered enough messages to measure a reply time, so we do not state one. Write to [email protected] or use the contact form, which has a field for your organisation.