The finding worth having is not a grade level. It is that your course uses LOTO fourteen times and expands it exactly never, which is invisible slide by slide because you already know what it means. Drop in a course and see every acronym, whether it was ever defined, and whether the definition came before or after the first use.
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A Storyline .story project or a PowerPoint .pptx deck. It is read on your computer and never uploaded.
Reads a whole course and reports every acronym in it, whether that acronym was ever expanded, and whether the expansion arrived before or after the learner first met it. Reading level follows, as a secondary number.
Grade level is a commodity. A hundred free sites report it, every word processor has it built in, and you can ask any assistant for it by pasting a paragraph. What none of them can tell you is that your compliance module uses LOTO fourteen times and never once says lockout/tagout, because answering that needs every slide at the same time. It is also invisible while you are writing, for the worst possible reason: you already know what it means, so the gap is only ever obvious to the person who does not.
Course text shouts. “SAFETY PROCEDURES”, “MODULE 3 REVIEW”. Every token in those looks exactly like an acronym, and a checker that reports SAFETY as an undefined term gets closed and never reopened. So a line where most words are capitalized is read as styling rather than as prose, line by line rather than slide by slide, because the usual shape of a slide is a shouted heading over lowercase body copy.
Definitions are matched on their initials rather than on the brackets around them. “Review the policy (PPE section)” looks like a definition to anything that only searches for parentheses, and is not one.
Syllables are counted by a rule of thumb rather than looked up in a pronunciation dictionary, which is wrong on plenty of words. The Flesch formulas were also built on continuous prose, so slide text made of fragments scores easier than it actually reads. Use the numbers to compare one draft against the next, not to make a claim about the course. The list of over-long sentences underneath them is the part you can act on directly.
It cannot tell you whether a term needs defining for your particular audience. A course for pharmacists does not need to expand IV, and a course for new hires might. It also has no opinion on whether an expansion is correct, only on whether one exists. Passive voice is detected by a rule of thumb rather than by grammar, so it is reported as a count worth reading rather than as a list of faults: passive is right whenever the actor genuinely does not matter.