Our efficacy portfolio
Scriblit is grounded in research on formative assessment, peer feedback and writing to learn. These studies follow how it works in real classrooms, from our theory of change to each year's educator case study.
Theory of change
How and why Scriblit activities are designed to improve learning, and how we measure that impact.
The theory began as a cofounder's master's capstone at the Stanford Graduate School of Education and still guides how Scriblit is built.
Read our pedagogy2025–26 educator experience case study
Compares in-app NPS surveys with an end-of-year educator survey.
Educators continued to describe engaged, feedback-rich classrooms.
Read the 2025–26 case study2024–25 educator experience case study
Educators described Scriblit as an engaging way to improve student writing, and many saw more participation from reluctant writers.
It also records the challenges teachers raised: time, grading integration and revision workflows.
Read the 2024–25 case study2023–24 educator experience case study
A mixed-methods look at how educators received Scriblit, with an average NPS of 82.
Teachers reported stronger critical thinking and engagement, and flagged interface and time constraints.
Read the 2023–24 case study