Teachers stay in control
Suggested reviews are draft plans. Teachers can save, change, ignore or launch them, and the reason for a saved or launched suggestion can be reviewed later.
Algorithm Transparency
Daily Maths Review uses clear rule-based calculations to suggest review activities, home practice and next steps. These suggestions do not replace teacher or parent judgement. They are planning support based on recent practice, not assessments or diagnoses.
Last reviewed: 4 September 2026Short Version
Parents can see the logic
Home recommendations use activities with enough recent answers. Smaller samples stay visible as answer counts without becoming a learning gap.
No hidden AI ranking: recommendations do not use advertising data, payment data, unrelated browsing behaviour, or hidden machine-learning profiles.
School assessment reports also use a published, versioned guide for interpreting results. It describes the selected classroom sample and never creates an automatic report-card grade or mastery claim.
What Data Is Used
Student work
- Activity completed
- Settings used, such as denominator 8
- Questions attempted and correct answers
- Recent scored attempts
- Correct streak for auto-marked answers
Teacher setup
- Assigned work
- Class and student progress summaries
- Recent suggested-review history
- Saved or launched suggestion reasons
Placement
- Area checked, such as number or operations
- Estimated level
- Next step
- Recommended activity for that step
Progress is tracked at activity level and, where the activity supports it, activity-plus-settings level. For example, fractions practice can be summarised as fractionsAndDecimals/barFraction/denominator=8, so a broad topic does not hide a specific setting that needs work.
How Recent Practice Is Interpreted
The system keeps lifetime totals for history, but learning labels use recent checked answers. Practice is not a formal assessment, so the labels are cautious planning signals rather than conclusions about a student.
Recent window
A learning label uses up to the last 30 scored questions for that activity. Older questions remain in history but do not keep changing the current label forever.
Enough work to interpret
A student needs at least 10 recent scored questions in the same skill or specific activity focus before an individual learning label or individual-practice support focus is shown. Live Review uses the separate group rule explained below and never gives a student a learning label from one response.
| Practice interpretation | How it is interpreted |
|---|---|
| May need support | At least 10 recent answers are available and current accuracy is less than 50%. |
| Developing | At least 10 recent answers are available and current accuracy is 50% to less than 85%. |
| Consistent in recent practice | At least 10 recent answers are available and current accuracy is 85% or higher. A 12-answer correct streak also meets the sample requirement. |
Example: one wrong answer is shown as 0 of 1 recent answers correct and “Building a sample”. It does not produce a support label. After 10 recent answers in that area, the interface may add a cautious practice interpretation.
How Curriculum-Linked Results Are Used
School assessment reports bring together marked results for each curriculum outcome. They show whether answers were marked automatically or finalised by a teacher, where the results came from, the assessment purpose and version, the curriculum edition and mapping version used, the date and number of questions and sessions, whether work was a first try, retry or supported attempt, any support or accommodations, teacher judgement and known limitations.
Results from changed curriculum editions stay separate. Work from the latest 42 days is used for current planning; older work remains visible in the student's history.
| Result shown | When it appears |
|---|---|
| Not enough results yet | Fewer than 4 distinct scored questions; fewer than 3 students for a class interpretation; or important conflict, partial mapping, or missing version context. |
| Support required in this sample | There are enough marked results and accuracy is below 50%. |
| Developing in this sample | There are enough marked results and accuracy is from 50% to below 80%. |
| Secure in this sample | There are enough marked results and accuracy is at least 80%. |
Classroom results, not certainty: these labels describe the selected sample only. They do not diagnose a student, prove mastery, create an automatic report-card grade, or replace teacher professional judgement. Materially conflicting sources are shown as a limitation instead of being hidden.
Teacher Suggested Reviews
Teacher review suggestions use only dated results from the latest 42 days. Older and undated work stays in progress history, but it does not decide today's review draft.
priority = current support + developing need + due refresh + accuracy gap + recent results + class reach + curriculum match - recent repeat penalty
| Factor | What it means |
|---|---|
| Current support | Adds 42 points for each student whose recent practice suggests support may be useful. |
| Developing need | Adds 24 points for each student whose current evidence shows the target is developing. |
| Due refresh | Adds 12 points for each student whose saved review date, or transparent fallback interval, is due. Work that is consistent in recent practice is excluded unless it is due for a light refresh. |
| Accuracy gap | Lower current accuracy increases the score by up to 34 points. |
| Sample size | More recent marked questions give the system a clearer pattern, up to 14 points. |
| Class reach | A target affecting more students in the class receives more weight, up to 20 points. |
| Precision | Adds 8 points for an exact DMR target or 5 points for an exact activity setting. |
| Recent repeat penalty | An activity suggested recently loses 32 points so the same item does not keep coming back too often. |
The planner prefers exact DMR target results, then results matched to exact activity settings, then broader activity results. It ranks the highest current needs and chooses up to five activities, with at most one exact target or setting from each activity.
The teacher-facing panel explains the 42-day period used, which students are affected, the exact focus, what raised or lowered its priority and the reason in plain language. Where saved results include exact activity options, those settings are kept in the editable Review Builder draft.
Eligible signed-in Live Review responses have a planning weight of 0.5, so they have less influence than individual saved practice. A Live Review sample that cannot be read correctly, is too old or is too small is ignored for automatic planning. Live Review never creates a formal assessment claim.
A teacher-assigned Worksheet can suggest a cautious class follow-up after at least five recent first answers from at least two students. That group sample does not create individual student labels; an individual practice label still needs 10 recent answers from that student in the same activity focus.
Live Review Follow-up Suggestions
A completed Live Review report may prepare an editable Review Builder draft from the exact recent activity settings. It uses the same latest 42-day period as current-needs planning. For each activity, it explains who took part, how many responses were included, accuracy, unanswered work, help used, how reliable the sample is, how much influence that type of result has and when the latest work was completed.
Signed-in class results
Only automatically checked responses from signed-in students who are still on the class list can contribute to named progress. These responses have a planning weight of 0.5 and require at least 5 recent responses from 5 students, plus either 2 questions or 8 participants.
Quick join stays anonymous
Quick join provides only an anonymous whole-room summary. It has a more cautious planning weight of 0.25, requires at least 8 responses and never becomes named student progress.
Teacher judgement stays final
Small, incomplete, old, excluded or conflicting samples do not create an automatic draft. Every generated plan can be edited or ignored and is not a mastery result, formal assessment or report-card grade.
How Assigned Worksheet Results Affect Current Needs
Assigned Worksheets are labelled as practice. For each exact activity setting, the planner uses work from the latest 42 days and needs at least 5 automatically checked first responses across at least 2 students before it can suggest a follow-up.
First response drives the signal
The first scored response contributes to the current accuracy denominator. A later correct response, retry or hint records useful eventual-success and support context, but it does not become another first-response question.
Practice stays a teaching signal
A Worksheet suggestion is an editable teaching starting point, not an assessment grade or curriculum learning claim. Small samples stay visible as insufficient and materially conflicting sources suppress automatic suggestions.
Mappings must be exact
Curriculum codes are used only when an unchanged Worksheet question has a reviewed question-level mapping. Broader activity-family mappings are labelled as broad and do not create an outcome claim.
The planner still prefers an exact DMR target over activity settings and broader activity results. Formal School assessment results remain in their separate reporting and teaching-action workflow. Supported Worksheet needs may prepare an editable Worksheet, Activity Assigner draft or Review Builder plan. These starting points include safe activity settings and a summary of the results used, not student answers.
Student And Home Practice Suggestions
Student recommendations use learning labels only after 10 recent answers. New activities and activities that are still building a sample remain neutral options, so students can explore or keep collecting useful practice.
Placement gives a starting direction
If a placement result points to a starting activity, the reason says so clearly. A short placement result does not create a support or mastery label.
New-topic exploration
Activities with no saved practice can still appear with an exploration score of 28, so a student is not locked into only topics they have already tried.
| Student signal | How it affects the recommendation |
|---|---|
| Recent practice | After 10 recent answers, possible support and developing patterns receive more weight. Work that is consistent in recent practice can return later as a light spaced review. |
| Placement result | Placement supplies a neutral starting direction. It does not rank a student as needing support, developing or secure from a very small sample. |
| New or building topic | An untried activity and an activity with fewer than 10 recent answers stay eligible with the same neutral exploration weight. |
Signed-in students can receive progress-based suggestions. Guest practice uses selected year level, curriculum scope and light shuffling because there is no saved student progress to read.
Limits And Human Control
Not a diagnosis
Practice interpretations are planning signals. They should be read with classroom observation, student confidence and the type of question attempted.
Self-check carries less weight
Drawing, visual or self-check questions can be recorded, but the 12-in-a-row shortcut only uses answers the system can auto-score confidently.
Adults can override
Teachers and parents can choose other work. Recommendations are there to explain a likely next step, not to force one.
Audit trail
When a teacher saves or launches a suggested review, Daily Maths Review keeps the reason so the choice can be reviewed later.