This paper presents a process of designing evaluation tools for learning platforms for use in Danish state schools. The aim was to design tools that support a motivating and age appropriate evaluation of pupils, which also fit teachers’ values and existing work in regards to evaluation. To embrace this, teacher needs and values were examined through contextual inquiry interviews leading to an affinity diagram containing 23 key topics and an identity model with four categories. These models combined with relevant psychological theory regarding motivation, assessment and learning composed the foundation for the following design process. By the use of different design methods, 33 initial ideas were boiled down to three different designs which all focused on visualizing academic progression and/or effort to intermediate stage pupils. Based on these designs, interactive hifi-prototypes were created and evaluated by teachers through speed dating workshops. The teachers found, that the designs – especially in connection – could bring value to the classrooms with minor alterations, e.g. in regards to teacher control and the visual expression of the designs. The designs should be understood as groundwork which future evaluation tools in learning platforms can be built upon.