The number of tests undertaken in each session is governed by system defaults. It can however be changed in this panel.

If the ‘Use Defaults’ checkbox is not ticked then the number of questions in any session will be based on the contents of the scroll bar.

If the ‘Use Defaults’ check box is ticked then system defaults will be used.

The defaults for each module can vary and are based on the difficulty and time anticipated to complete a predefined number of tests. As an example the default for long multiplication is set to 10 as there is a large amount of work required to complete each test, whereas in multiplication tables, the default is set to 150.

Refer to ‘Defaults’ as described under each module description in later chapters.

The ‘Harder’ checkbox determines the default start up difficulty level for each module.

Refer to ‘Difficulty’ descriptions under each module description in later chapters.

This refers to the number sets that will be used in various tests. As students become more proficient, additional number sets can be added.

Eg. If only “2” and “5” number sets were selected, then any tables tests would be based on the “2” and “5” tables, and fractions would only be based on “2” and “5” denominator pattens.

Some modules do not use these setting, as they are meaningless. As an example “Digital to Analogue” clocks does not rely on number sets, whereas some fraction equations and multiplication tables do.

If the ‘Log all results to file’ checkbox is ticked then the student’s summary results are written to a file.

Refer to ‘Summary Results Logs’ in later chapters for more details.

If ‘Show Wrong answers’ is selected, the wrong answer remains in the ‘Answer Box’ and the student needs to edit it.

If ‘Clear Wrong answers’ is selected, the Answer box is automatically cleared and ready fro the next attempt.

These settings are normally applicable for modules that only have one or two parts to make up the answer. The ‘Show Wrong answers’ default for wrong answers is maintained in modules like fraction addition where there are several parts to the question.

If wrong answers are entered, then the answers are normally left in the answer boxes and a student can edit them. This helps to visually realise what is not correct to prevent the same wrong answer being re-attempted.

This editing process does however take additional time. When students are practicing tables or other activities against a clock, or timed event, it might be more desirable to clear the incorrect answer for them.

For many early learning students, they lean to add columns of ones, tens hundreds etc rather than trying to work with complete numbers. Therefore in trying to add 23 + 64 they work backwards and add the units “3” & “4” together to get “7” before they add the base ten “2” & “6”.

To help facilitate this early learning, some modules allow for answers to be types in reverse order, in this case the student would enter “7” and the computer cursor would move backwards to the tens column for them to enter the “8” - making 87.

With the ‘Backwards Number Entry’ box checked all input is entered from right to left rather than the conventional left to right.

Once the students are comfortable with handling larger numbers, this check box should be removed.

Refer to the individual ‘Specific Modules’ to determine to see if this functionality is available.

The default is set to “0” which means that all questions being generated come from a totally random base.

When working in a classroom environment it might be desirable for all students to be asked the exact same questions. If a “seed” number other than zero is used then the same sequence of random questions can be repeated.

The range of seeds that can be selected is any number to 99,999 - all of which will generate different but repeatable patterns of questions.

This parameter cannot be saved as a default and is valid for all subsequent modules until it is reset or the user exits the application.

However, this is especially useful feature for base lining students and ensuring that everyone gets the same questions.

The default is set to “0” which means that no time limit is imposed to finish a set of exercises.

In some situations it might be desirable to have a 10minute test and see how many questions can be completed in that time period.

By setting a time in this area the session will automatically stop when the student has either completed the desired number of questions or the time has elapsed, based on which event comes first.

This parameter cannot be saved as a default and is valid for all subsequent modules until it is reset or the user exits the application.

Feedback on answers is provided in multiple ways. Firstly if the student has incorrectly answered the question, a prompt will always appear advising that an incorrect answer was provided.

In addition to the default prompts, audible sounds and ticks can also be used to advise the various outcomes.

If the checkbox is ticked then the corresponding sound or event will occur at the appropriate time.

If the tick feedback option is active, the tick will be on the screen for a duration 0.4 seconds. This duration time can be changed from 0.1 to 9.9 seconds. Earlier year students might want this setting longer as it provides a greater confirmation message for getting the correct answer.

On the other hand, students attempting time trials or racing through to get best times might want this feature reduced ort removed altogether.