The coronavirus crisis has once again demonstrated the importance of supporting learning in schools through digital technologies. Far beyond the use of digital platforms to distribute assignments to students, digital technologies enable the tracking of individual student learning and the provision of targeted support tailored to individual needs. This research project investigates the extent to which data derived from student interactions with digital technologies in mathematics and science classrooms can be used to 1) continuously evaluate individual student learning, 2) reconstruct learning pathways across sequences of learning activities, and 3) identify those pathways associated with the development of competencies in mathematics and science.