Start each new topic with a short diagnostic check-in. Throughout the topic students do 10-minute formative check-ins to monitor their progress. All of the data is at your fingertips, helping to guide your instruction throughout each topic.
How can we identify knowledge gaps efficiently and accurately? The key is our world class adaptive engine, which allows us to understand a student’s total knowledge state with only a small sample of questions. We have mapped all curriculum outcomes into a knowledge graph with pre-requisites. We use this to select the best outcomes to assess at each check-in.
Regular check-ins help to address learning gaps and identify learning opportunities, ensuring that 100% of knowledge across the curriculum is mastered. Personalised recommendations help teachers to support learners in need, and provide tailored work for early finishers in class.
It only takes a few clicks for your students to start their first check-in
Start by creating a free teacher account. Then you can invite students to sign up using your class code. Everyone can sign up from our website at mathspace.co.
When students log in for the first time, they are prompted to complete a diagnostic check-in. This paints a picture of the student’s knowledge according to the curriculum. The diagnostic check-in is a bit longer than the weekly formative check-ins.
Once your students complete the diagnostic check-in, you’ll have lots of great data insights on your dashboard. Use these insights to have conversations with students and set learning goals. You can also encourage self-directed learning on Mathspace.
Try setting a routine of one formative check-in per week. These are short and generally only take 10 minutes. It’s a great way for both you and your students to stay on top of strengths and knowledge gaps. Regular check-ins also help Mathspace to give the best personalised learning recommendations.
"Diagnostic check-ins are is accessible for all students. My students engaged with the straightforward manner of entering their solutions. Students found the information reflecting their growth motivating, helping them to target their efforts in their learning. As a teacher, the data from these check-ins allows me to quickly identify gaps in student's learning, gaps in our curriculum coverage across multiple classes, and strength areas that students have mastered and are ready to move on from."
Psychology, Peer Support Teacher Wantirna College
"Diagnostic check-ins allow me as a teacher to find specific gaps that students have, and more importantly find gaps that groups of students have, so that I can address them in class, and see students be able to access higher levels of the curriculum due to having fewer gaps. On the other hand, it also allows me to have another piece of information that supports my understanding of the wide range of levels within a class, and thus support being able to plan a differentiated curriculum so students at different levels can reach what I work with them on."
Director of Accountability and School Improvement South Oakleigh College