Early Insights will give you accurate, real time data that is easy to understand and action. You can see which concepts the students have a firm understanding of, and which ones they need more support to develop.
Early Insights has been extensively tested with
to ensure accuracy and ease of use
to support different literacy levels and EALD backgrounds
The tool can be used with your whole class at once, small groups or in one-on-one sessions. It fits with your classroom routines and structures.
Designed by primary teachers, the tool includes features that reduce literacy demands and take into account developing motor skills.
The data you get is more granular than the curriculum so it can easily be used to target your teaching in the classroom.
Early Insights won’t dominate and dictate your timetable. It will fit your schedule. So you can run it as a diagnostic, or a formative assessment on an ongoing basis.
Early Insights values teacher observations and includes interviews for concepts that require teacher judgement.
Early Insights is so easy to use. Simply select the concepts you wish to assess, and the assessment will automatically generate for students.
With over 50 different question types, you can be sure each concept is thoroughly diagnosed. Plus, we’ve tested with real students and teachers!
You have complete control. You can select the key concepts you would like to assess for your whole class, or even tailor assessment for different students.
Data is displayed in dashboards in real-time, so the latest information is always at your fingertips.
With colourful graphics, big fonts, gamification and a user-friendly interface, Early Insights is more like an activity than a test.
Mapped to all state based curriculums to clearly show which Content Descriptors students have demonstrated fully, partially, or have not demonstrated yet.
With less time spent creating, running, marking and analysing assessments, you’ll have more time for what’s important - teaching!
Early Insights can be used for both formative and summative assessments and you have complete control over what is assessed.
With over 50 question templates, including drag and drop, voice answer and drawing, the tool accurately diagnoses every mathematical area.
With Early Insights you can quickly and easily group students based on data. And when you’re teaching that group, their data is right there with you.
Early Insights will run on a desktop, laptop or tablet (including Ipad).
No, but if you do have them available then it can speed things up a little.
Headphones are great to help students focus and reduce distractions. They will also assist in reducing classroom noise, especially since each question is automatically read out loud. We also recommend students use headphones with an attached boom microphone. While the technology is designed to block the majority of background noise, as with any microphone, having it closer to the student’s mouth improves accuracy.
No. While students often find touch devices (laptop or tablet) more intuitive, we thoroughly test all our questions with young students using a mouse and trackpad.
The granular statements are mapped to the Australian Curriculum, Victorian Curriculum and New South Wales Syllabus.
Current evidence-based research, as well as a variety of curriculums including the Australian Curriculum and the Common Core, were used to develop the statements and questions in Early Insights. The major research publications used include:
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum: Mathematics. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/
Australian Curriculum, Assessment and Reporting Authority. (2017). National Numeracy Learning Progressions: Version 2. Retrieved from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-numeracy-learning-progression/
Australian Curriculum, Assessment and Reporting Authority. (2020). National Numeracy Learning Progressions: Version 3. Retrieved from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/version-3-of-national-literacy-and-numeracy-learning-progressions/
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/Math/
National Research Council. (2001). Adding it up: Helping children learn mathematics. (J. Kilpatrick, J. Swafford, & B. Findell, Eds.) Washington, DC: National Academy Press.
NSW Education Standards Authority. (2019). NSW Syllabus for the Australian Curriculum: Mathematics K-10 Syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10
Rogers, A. (2014). Investigating whole number place value assessment in Years 3-6: Creating an evidence based development progression. Melbourne: RMIT University.
Siemon, D., Beswick, K., Brady, K., Clarke, J., Faragher, R., & Warren, E. (2015). Teaching mathematics. South Melbourne, VIC: Oxford University Press.
Victorian Curriculum and Assessment Authority. (2015). The Victorian Curriculum: Mathematics. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10
Willis, S., Devlin, W., Jacob, L., Powell, B., Tomazos, D., & Treacy, K. (2004). First Steps in Mathematics: Understand Whole and Decimal Numbers, Understand Fractional Numbers. WA: Department of Education.
Willis, S., Devlin, W., Jacob, L., Powell, B., Tomazos, D., & Treacy, K. (2013). First Steps in Mathematics: Measurement Resource Book 1 and 2. WA: Department of Education and Training.
Willis, S., Devlin, W., Jacob, L., Powell, B., Tomazos, D., Treacy, K., . . . Curtis, N. (2004). First Steps in Mathematics: Understand Operations, Calculate, Reason about Number Patterns. WA: Department of Education.
Willis, S., Devlin, W., Jacob, L., Powell, B., Tomazos, D., Treacy, K., . . . Sherrard, P. (2013). First Steps in Mathematics: Geometry and Space. WA: Department of Education and Training.
Willis, S., Hardman, C., Jacob, L., Sherrard, P., Tomazos, D., & Treacy, K. (2013). First Steps in Mathematics: Data Management and Probability. WA: Department of Education and Training.
No, Year 4 students sit their first test in a very different way to Year 1 students.
The algorithms powering the adaptive tests account for the student’s age intelligently. The technology doesn’t assume that students already know things from lower year levels, but is able to plot an efficient course for each student through the relevant material so that they can very quickly demonstrate the foundations of what they know.
In Detailed assessments, students are assessed on all content from Foundation to Year 4 within the selected Key Concept. This allows the teacher to know exactly where a student sits along that continuum, without limiting them to only age-based content.
In Broad point in time assessments, students are assessed on a sample of content from their year level and the year level below for the selected curriculum strand. This gives teachers a broad snapshot of how a student is achieving in that strand. The data can be used to track how a class or cohort is achieving in a particular strand.
No. Less than 6% of statements are assessed with an interview question, resulting in interviews only taking 2-3 minutes to run per student.
Interview questions are only used for maths concepts that require teacher judgement to accurately assess a student understanding. Not every Key Concept has interview questions (there is a full list in the implementation guide) and once students have mastered an interview question, they won’t need to be asked that question again in the future.
The Deep Assessments vary in length depending on the number of Key Concepts included and what we already know about that student. The teacher has control of the length when constructing a Deep Assessment.
For example, the first time a student completes a Deep Assessment on Addition it may take them 20 minutes to complete. This is assessing all the Addition content from Foundation to Year 4 and establishing a baseline. When this student is assessed on Addition again, they will not be asked questions they have already mastered. Therefore, the assessment may be shorter.
The Broad point in time assessments run for a set time:
All student data and personal information is stored on secure Australian servers. Read Math Pathways extensive privacy and security policy here.
Early Insights is designed to be flexible to suit your assessment needs. You can:
Interested in learning more about Maths Pathway? We’d love to organise a demo at your school.