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Bubblesheet Grading Submission

Grading FAQs

Grading costs $5 per student. Please note that if you have insufficient credits in your account to grade the bubblesheets that you upload, we will debit your account to cover the cost of processing those exams at $22 per exam.

We did, but we have since lowered the cost of the diagnostic and we have implemented a number of different ways to grade the exam and have it scored instantly. Please note that you can grade exams yourself using the Bulk Grading feature outlined here, and students can enter their results (follow the process described here) into an online bubblesheet. Both will provide instant (and free) access to reports 24/7.

We aim to return results within 72 business hours, looking to run all bubblesheets in our inbox on Mondays and Thursdays of each week.

The upload only accepts the following file formats: PDF, JPG, PNG, and GIF. Chances are you are trying to upload a different type of file. If that's the case, please convert the file to one of the accepted formats listed.

Submission Form

  • Please provide the email address associated with your SAT/ACT Diagnostic App consultant account.
  • A confirmation email will be sent to the above address. If you do not receive that email, we did not receive the submission. Please check the file(s) you are trying to upload and make sure you receive a confirmation once you submit.

  • How many student results are you submitting for grading? If you are grading more than 20 results, please contact our office for discount pricing.

    Price: $5.00

  • Remember to include all four pages of the bubblesheets. If possible, please try to combine all sheets into one document.
    Drop files here or

    Accepted file types: jpg, gif, png, pdf.

  • The amount below will be charged to your account on file within the SAT/ACT Diagnostic App. If you have insufficient credits in your account, we will add additional credits to your account at the rate of $22 per exam to cover the needed credits.

  • $0.00
    This is the amount that will be billed to the credit card on file in your consultant account.

SAT/ACT Diagnostic Changelog

  • ACT English
  • Question 2: Changed question and all answer choices to better align answers to question and textual content.
    Question 4: Changed answer choices F, G, and H to test a different set of vocabulary questions.
    Question 19: Changed the addition text and answer choice B to lower difficulty and increase the appeal of answer choice D.
    Question 25: Changed passage text and all answer choices to closer align with redundancy questions on recent exams.
    Question 28: Changed passage text and all answer choices to test different elements of colons and semicolons, and to better highlight which students know how to use them properly.
    Question 34: Changed answer choice F to bring difficulty closer to average transition questions.
    Question 37: Changed question type from a vocab question to a misplaced modification question to address difficulty and match contemporary question distribution. Changed text and all answer choices.

  • SAT Reading
  • Question 13: Changed the text of choices A and D to ease difficulty when choosing between answers in Question 14.
    Question 14: Changed the lines referenced in choice A to better highlight the correct answer’s relationship to Question 13.
    Question 24: Changed choices A, B, and C to bring difficulty closer to average keyword questions on recent SAT exams.
    Question 28: Changed the wording of choice A to increase its appeal. This change is also intended to lower the difficulty of Question 29.
    Question 29: Changed answer choice D to make it a more tradition incorrect answer for command of evidence questions.

  • ACT Math
  • Overall: Removed Version 3.0 questions 16, 25, and 27 and added Version 3.2 question 11, 12, 15, and 27. These changes were designed to address difficulty and to re-balance the exam around more representative domains of the ACT Math. Questions on the section were also reordered to better match the difficulty trend observed in 3.0 student data. An extra minute has been added to reflect the additional question on the section.
    Question 5: Changed the question to test function notation but not composition of functions in order to better reflect the typical difficulty of a question in this portion of the test.
    Question 8: Changed the question to lower its difficulty because the previous version of the question did not perform as intended.
    Question 10: Changed the question to better reflect a new style of question tested on the most recent ACT Math exams.
    Question 20: Reinterpreted and simplified the vector question on Version 3.0
    Question 22: Changed the dimensions of the trapezoid to allow students to calculate the area using a rectangle and only one triangle.
    Question 26: Reworded the question so that it asked for the vertical asymptote, rather than for asymptotes in general.
    Question 29: Changed the terms given in the problem so that both numbers are positive; the negative sign caused this question not to perform as intended. Answer choices were also changed to account for this update.
    Question 30: Reworded so that the question asks for the expression that gives the value of cosC rather than for asking for an expression of the largest angle of the triangle.
    Question 31: Reworded the question and update the table to include the probabilities of each marble in order to save the students a step in the process of calculating expected value.

  • SAT Writing and Language
  • Question 6: Changed the commas used in the list to be consistent in all answer choices and to better reflect SAT exams.
    Question 8: Rewrote paragraph in question to make the logical placement of sentence 4 more intuitive. Also changed answer choices C and D to reflect these changes.
    Question 10: Changed answer choice A because the question was not performing as expected.
    Question 18: Slightly changed passage text and modified all answer choices to closer align with difficulty of other text content questions on recent SAT exams.
    Question 19: Modified answer choice A because the question was not performing as intended
    Question 21: Added a comma to answer B to make it less appealing and ease difficulty.
    Question 25: Changed passage text to bring question in line with expected performance on harder possessive questions.
    Question 26: Slightly altered passage text to make answer C more appealing and match performance of other transition questions.

  • ACT Reading
  • Question 2: Changed wording of the question and answer choices F and H to better reflect the specificity of keyword questions on recent exams.
    Question 15: Changed wording on answer choices A and D because the question was not performing as intended.
    Question 16: Changed answer choice F to better align with comparison questions and to decrease difficulty.

  • SAT Math (Calculator)
  • Overall: flipped questions 1 with 2 and 6 with 12 to better align with expected difficulty progression on SAT sections.
    Question 7: Added roman numerals
    Question 20: Changed wording

  • ACT Science
  • Overall: Flipped passages two and three to allow for more students to work through passage two before running out of time. This change should yield a more accurate snapshot of how students might respond to an average ACT Science passage.
    Question 9: Reworded answer choices for clarity and modified the correct answer as a result of syntax changes.
    Question 11: Added pH as a factor to question and answer options to bring question in line with most recent ACT Science sections.
    Question 20: Eliminated part of answer choice G because the question was not performing as expected compared to the rest of the passage.

Bold TextBold Text

  • Section 1, Question 2: Changed the language in answer H to better match text.
  • Section 1, Question 28: Added a comma to answer H to make it a less appealing choice.
  • Section 2, Question 14: Changed the lines of answer D to better match up with the answer in 13.
  • Section 4, Question 17: Changed multiple answers to make them less appealing.