We use DoodleMaths Age to measure your child’s overall level of understanding. We calculate this by looking at the point your child is in their program in terms of the level of questions they are currently being asked. We then compare this to the average age of other children in our system who are at a similar point in their program.

When a child first starts using the app, all the questions they receive are designed to calibrate the work program to their level. As they continue using the app, and they are given a DoodleMaths Age, the proportion of calibration questions drops significantly. 

Occasionally, in those early stages, it can be possible that either;

  1. a child can have a bad day, in which case the DoodleMaths Age comes out a little too low, or 
  2. the child can receive excessive help, or put in their initial details incorrectly, in which case the DoodleMaths Age can come out too high.

In the first instance, where the DoodleMaths Age is too low, we recommend you leave it (unless the work programme is excessively easy), as the app will calibrate up to the correct level quickly, without any loss of confidence to the child.

In the second instance, where the DoodleMaths Age is too high, we do recommend you recalibrate the child's account. 

You can do this via the Parent Dashboard, go to Analyse  > Programme. Click in the recalibration arrow next to your child's name and a confirmation box will appear asking for a final confirmation that you wish to perform this action. Select Confirm.

This will put the app back into calibration mode, as if you had started afresh. Ask your child to log into the App and answer the questions, so their correct level is calibrated.

Note: If it’s a school account, you will need to ask your child’s teacher to recalibrate their account.

Don’t be alarmed if your child has a DoodleMaths Age lower than their actual age – statistically this is the case for half our users. The most important thing is that the questions they are being asked are sufficiently challenging to them, as an individual, to ensure progress, without being excessively difficult and leaving them demoralised.
Children will not improve their own standard of maths until their confidence has been restored – this is key!

If you’d like a discussion with someone from our team to understand this further, feel free to contact us via the chat bubble at the bottom right of the screen.

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