Questions are then tested out on a control group for the target school age, before being considered for inclusion within an test.

This is an optional feature of the Right2Learn tests, and is only available to parents at home.

No children’s personal details are taken via registration for schools.

The names relate to the Toad or Toast fun element of the Right2Learn tests to be released in the near future. This renames characters selected by children at the start of the test to have the names of the children you enter on registration. The characters are then turned into a Toad or Toast in between questions, depending on whether or not your child answered the question correctly.

The names and number of times that a character was transformed into a Toad or Toast are then included on the personalised Certificate you will be able to download for your child upon completion of the each test.

The names do not have to be entered and can be removed from the database after your child has completed the tests if you wish.

The first step is to register your details.

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Once you have completed the registration form you will be allocated a parent’s or school Username and Password, via which you will be able to access tests in the future.

Right2Learn tests may then be purchased either individually or as a group.

Yes! Currently, this is achieved by parents by re-registering your own details on our registration form and then entering the details of the additional child.

Schools enter the number of children per year upon registration.

In the future, parents will only need to register once and will be able to link as many children as they like to their own account thereafter.

register parents >>

register schools >>

Our experience and feedback is such that stating to children that you would like to sit with them and watch how they do some sums or reading on the computer, etc, usually suffices by way of explanation. Don’t forget to tell the child what is in it for them! (ie; fun! A certificate! The opportunity to show you what they can do!)

You may prefer not to refer to the process as an test, as the purpose is to build confidence whilst identifying your child’s strengths and development areas, rather than make them nervous.

We also advise that parents sit with the child at the very start to ensure that they have understood the multi-choice concept and how to answer (with the mouse).

We suggest that parents may wish to observe at least the first test section to ensure that the child has grasped the concept of answering with multi-choice selection.

Furthermore, we recommend that parents assist with the reading of the question where necessary, so that possible reading difficulties do not affect for example the outcome of a Maths test.

It is requested that parents only read out the questions where necessary, but DO NOT read out any numerical data, or any of the answers. This would be deemed to be undue assistance and would influence the test results making your comparative report less valid.

The time taken and interest shown act as a great help to most children. This can stimulate and encourage the child, whilst also enhancing the parent’s own understanding of the child’s achievements through direct observation.

Your child may use paper and pencil for workings out unless otherwise indicated within a question.

There is a great temptation for many parents to go further and actually assist their child during the tests, particularly if they appear not to have any idea about how to approach a question. Our advice is to consider your objectives when registering your child for the test.

If you primarily wish to boost your child’s confidence and treat the tests as a learning tool then you may opt to assist your child. However, if you wish to have valid and relevant feedback within the report, which identifies the specific areas where your child might benefit from improvement, then our advice is to positively encourage your child, but refrain from providing further assistance than explained here.

The National Numeracy Strategy applies to primary aged children and is an integral part of the National Curriculum. Teachers will use this document alongside other materials when planning the delivery of mathematics to their class.

The guidance indicates that calculators SHOULD NOT BE USED IN KEY STAGE 1 (primary years 1 and 2) but that children should be taught to use calculators correctly during Key Stage 2 (years 3 to 6).

The key point is that children need to be taught basic number facts and have a good recall of them. Mental calculations or the use of paper and pencil should be conducted wherever possible, to ensure the child has grasped the numerical concepts required to be able to make correct use of the calculator. Your child should be able to estimate an answer when using a calculator or the outcome may be meaningless or wrong.

Within schools children are encouraged to learn when it is or is not appropriate to use calculators.

In short, CALCULATORS MAY BE USED FOR THE TESTS IN YEARS 3 TO 6, but this should be supervised to ensure that the child understands the principles involved in the question and would also have been able to arrive at the answer using mental calculations or paper and pencil.

Firstly, it enables parents and teachers to plan for the activity and prevents children from spending too long on an individual question which they may not understand.

The timed element is deemed necessary as part of the efforts to maintain consistency of conditions for the test. Ie: all children have the same opportunity to answer the question.

The timed element is also there to maintain the focus of the child and try to encourage a degree of concentration and discipline.

Finally, it is the Right2Learn view that the critical issue is to ensure that sufficient time is allocated for each question to allow the child to read and absorb the question, before working out and choosing an answer.

First, all answers provided are considered to be feasible, with no answers being immediately obvious as being right or wrong. As such, each question provides a genuine series of 4 multi-choice options. If your child is to do well, the statistical probability of this resulting from guessing is low.

Second, the system will be updated in the very near future to have a break between the time when the question is displayed and the four multi-choice answers are shown. This can still not guarantee that the child will not guess the answer, but at least the interval should encourage the child to process the information and begin working out an answer.

Finally, it is our recommendation for parents to sit with the child at least at the start to try to ensure that the child approaches the tests in the correct manner. If it is obvious that the child is guessing the answers, we would hope that the parent would discourage this activity, perhaps by subtly asking the child to explain why they chose a particular answer.

However, we do not leave it there and assume we have got it right! All questions are analysed within our results table to identify questions where large numbers of children (proportionately) may take longer to answer than in other questions, or answer them very quickly. Questions which a disproportionate number of children answer correctly or incorrectly are also analysed carefully to ensure the content is appropriate.

Depending on the outcome of the analysis, questions might be modified slightly, such as by being given more or less time, or they might be removed from the test and replaced with an alternate question.

This report will clarify the types of question taken and which objectives from the curriculum were being assessed. This information should assist you in identifying existing strengths and subject areas where the greatest potential improvement might be gained.

To avoid putting children under undue pressure, it is recommended that a period of time is allowed to pass between taking the first test in a given subject, eg: Maths, and taking any further test.

This should allow time for your child to build on the areas identified within the report, and achieve the increase in learning that would hopefully result in a higher score in a follow up test.

At Right2Learn it is our aim to release a second series of tests for each year in September 2003. Children taking these tests would have to have completed the first tests beforehand. The recommended timeframe between taking the two tests would vary according to the child and the support given and strategies taken by the parent/school to address areas identified.