This paper presents a newly designed diagnostic instrument aimed at assessing the academic performance of university students engaged in remote and asynchronous learning. The tool is an adaptation of an existing instrument originally developed to measure telework efficiency within organizations and companies, with the purpose of evaluating the implementation or improvement of such modalities. In 2024, as part of a research project conducted at a renowned Business School in Barcelona, Spain, a new version of the instrument was developed specifically for educational contexts. This version is designed to assess the academic performance of first- and second-year students enrolled in Marketing, Communication, and Business Administration programs, with a particular focus on quantitative subjects such as mathematics, which require significant cognitive effort for effective learning. The paper outlines the diagnostic tool, its methodological structure, and the conceptual definitions that underpin the proposed analytical framework.