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The ER is the best measure of ‘true’ performance. It is a score out of 100, with the student’s first attempt having the heaviest weighting towards their ER, their second attempt less so, and so on for as many attempts as the student makes. There are further rules that enforce the notion of ‘true’ performance:

As soon as the student views the solutions, their ER for that lesson is frozen. Thus, the ER is not influenced by a grade achieved after the student has accessed the answers.
Once an ER is established, subsequent attempts on that lesson can only cause the ER to increase, or remain the same. This encourages students to make further attempts, without worrying that their ER may drop.

ER Colour Coding

The ER is colour-coded in all reports to give you an immediate impression of student performance. The ER ranges and probable meanings of each result are as follows:

BLUE. In general, this will be a top student who is using the program exceedingly well. The student has made a substantial effort to understand the concept before they have attempted the worksheet.

GREEN. In general, this will be a strong student who is using the program quite well. The student may have been satisfied with a single strong attempt, or has done the task more than once and remedied their understanding difficulties by watching the lesson again and/or studying the lesson summary a second time.

YELLOW. In general, this will be an average student who is using the program reasonably well. The student may have skipped the narrated component before attempting the worksheet, or may benefit from watching the lesson more than once and/or spending more time going over the lesson summary. This student may also be a ‘near enough is good enough’ type of student.

ORANGE. In general, this will be either a weak or lazy student who is not using the program as intended. This student will need to have the use of the program demonstrated again to them in a careful and deliberate manner.

RED. In general, this will be a student who is not making a serious attempt at understanding the lesson before attempting the questions.

Teacher Alert

There are two main ways that a student can complete a lesson, without having made a serious attempt:

the student guesses every answer the first time (or submits ‘A’ for them all), and then submits the correct answers once the solutions are revealed;
the students submits ‘A’ for every answer, notes which answer (if any) was marked correct, then does the same for ‘B’, then ‘C’ etc, building up their correct answers until they finally achieve a passing grade.

The good news is that both methods will result in a very low ER, making it easy for the teacher to identify.

The Rollover Guide For A New School Year

If you used MathsOnline in 2023 you DO NOT need to register your school again for 2024. Follow one of the methods below to rollover your classes for 2024.

New schools please register here and instructions will be emailed to you.

Supporting Downloads

Student List Template (.xls)

Method 1 Recommended

Send to MathsOnline a new and complete list of students and teachers. This will overwrite all existing students and teachers.

Advantages:

Greatly simplifies rollover process. Download, populate and return the spreadsheet to MathsOnline and we will process your student and teacher rolls for you in one business day.
Removes existing student results so students start the new year with a clean slate.

Disadvantages:

After MathsOnline processes your school roll, new logins and passwords will need to be distributed to students and teachers.

View Method 1 Instructions

Method 2

Using the tools within the Teachers’ Area, manually roll over teachers, classes and students.

Advantages:

Students and teachers keep their logins, passwords, and results.

Disadvantages:

A more tedious rollover method, as each class needs to be rolled over manually, students that have left must be identified and deleted, and students and teachers entering the school need to be added.

View Method 2 Instructions