Implementing Mathematics Online Interview

2^nd December 2025

​

MACS Mathematics

Webinar Series 2025

​

Attendance

Add a heading

Add a subheading

Welcome

Please keep your microphone on mute.

​

Please register your attendance using the QR code at the top of this slide.

�A copy of the slides will be provided to all registered participants after the presentation.

�This webinar will finish at approximately 4:30pm, followed by an optional Q & A session.

​

Questions will be addressed during the Q & A session

​

​

​

​

​

Acknowledgement of Country

We acknowledge that MACS offices and Catholic schools in the Archdiocese of Melbourne are situated on the lands of the five language groups that make up the Kulin Nations, who have walked upon and cared for this land since time immemorial. We acknowledge their continued deep spiritual connection and relationship to Country.

​

We pay respects to their Elders past, present and emerging, and commit to the ongoing journey of truth-telling and deep listening, working together for reconciliation and justice.

​

Chelsea Sporle

St Anne’s School, Sunbury, Year 4

Heavenly Father,�With the lighting of the first candle of Advent, we remember the gift of hope You bring into our lives.�May Your light shine in our hearts and dispel the darkness of fear and doubt.�Help us to place our trust in You and to wait patiently for the coming of our Savior.�We ask this through Christ our Lord,�Amen.

​

First week of Advent

In this session we will:

• explore the Mathematics Online Interview (MOI) and MACS expectations for 2026
• unpack the structure of the interview
• navigate the MOI Data Platform

MOI User Guide

​

2026-MOI-User-Guide-and-Resource-Pack-Counting-and-Place-Value.pdf

MOI overview�

• The MOI is an online assessment tool designed to evaluate students' mathematical understanding

​

• It supports responsive teaching by identifying individual student needs

​

• Conducted as a one-on-one, task-based interview between teacher and student

​

• Typically used in early years of schooling (Foundation to Year 2)

​

• Assesses mathematical knowledge, thinking processes, and methods at a specific point in time.

​

​

MOI - Assessment with Purpose

• Regular assessment tracks learning progression and guides decisions for acceleration, slowing down, or targeted intervention – an essential component of the Vision for Instruction
• MOI data informs teaching: formative for instruction, diagnostic for misconceptions and summative for achievement.
• MOI assesses mathematical understanding from Foundation-Year 4 and supports monitoring and intervention for ‘at risk’ students into secondary levels.

​

Structure of the MOI

Foundation Detour

Foundation Detour is a 10–15 minute diagnostic section of the MOI for all Foundation students at the start of the year.

​

It identifies gaps in mathematical understanding and students needing extra support.

Data provides indicators of:

• Early number sense (quantities, more/less, subitising, conservation, ordinal numbers)
• Pattern recognition (algebra)
• Spatial language (space)
• Size ordering (measurement)

​

Expected use of MOI

​

​

• It is expected that all Foundation and Year 1 students complete the Counting and Place Value sections of the MOI in Weeks 1–6 of Term 1, 2026 as outlined in MACS assessment schedule.

​

• It is recommended that Foundation students complete the Foundation Detour.

​

• It is recommended that Year 1 students complete the Foundation Detour if they are unsuccessful in answering question 1 in Counting, the Teddy Task.

​

assessment-schedule.pdf

Key milestones in learning

• Student knowledge is measured against the Growth Point framework.​

​

• Growth Points represent key milestones in a typical learning trajectory.​

​

• Applied across all domains except Foundation Detour.

​

What are Growth Points?

​

Growth Point profiles help teachers identify:

• each student’s position on the learning trajectory
• plan adaptive teaching to support what they are ready to learn.

​

For example, a Year 1 student profile could reveal as follows: 

GP3 for Counting: the student understands the concept of counting by ones up to and beyond 100 and is ready to explore the efficiency of skip counting in a meaningful way

Use of MOI to support student learning

• Flexible use: Teachers can use the MOI outside the expected assessment period for students needing acceleration or extra support.

​

​

• Optional re-assessment: MOI may be re-administered at year’s end to monitor growth, though this is not required.

​

​

• Teacher-led: The classroom teacher should conduct the MOI as an opportunity to get to know each student and understand their mathematical knowledge.

​

MOI Materials - Counting & Place Value

MOI – 2025 changes

• Question 8 in Place Value is new. This question was previously in the Foundation Detour

​

• Question 11 in Place Value has been slightly modified. The Yellow set now includes four 2-digit numbers, and the Pink set now contains only 3-digit numbers.

Administration of the MOI

• Administered as a one-to-one interview with individual students
• Can be delivered in sections or domain areas
• Counting & Place Value – approximately 15–20 minutes
• Teacher follows the on-screen script
• Students engage in hands-on tasks
• Teacher’s role:

observe and listen to student responses

record responses on the digital platform

​

​

Login

VCAA Insight Assessment Platform - Victorian Curriculum and Assessment Authority

​

MOI Assessment Practice Space

Link to practice space: https://www.vcaa.vic.edu.au/assessment/f-10assessment/insight/Pages/practicespace.aspx

​

Assigning students to the MOI

Administering the MOI

​

Observation Notes

Observation notes containing guidance on:

• The purpose or mathematics involved in the task

​

• How to present the tasks

​

• Observing students’ responses including; typical student responses and strategies, difficulties and errors

​

Exiting the Detour

Press OK when this box appears

Click on ‘Questions’ on this page

You will be redirected to this page again where you can begin Place Value

Administration Tips

​

​

​

• Organise your materials before starting
• Sit side-by-side
• Explain the process
• Be encouraging and engaging
• Don’t give hints about correctness through facial expressions or body language
• Familiarise yourself with the questions and observation notes ‘look fors’ before interviewing
• Stick to the script; resist rewording or prompting.

​

(EMU Specialist Teacher Course - Monash University, Gervasoni 2021)

Recording Sheet – Hardcopy

​

​

• Keep a hard copy of the Recording Sheet as a backup for technical issues or if a student is not on the system

​

• Record responses and anecdotal observations, then enter results into Insight Assessment Platform later

​

Types of reports

​

​

​

Whole Class Summary

Class Profile

Student Profile

MOI On the Way Growth Points

​

CEVN Digital Access 

MOI - Comms

sso.cecv.catholic.edu.au/SAML/SSOToCEVN2Portal?returnURL=%2Fgetattachment%2FMelb%2FLearning-Teaching%2FAssessment%2FMOI-FAQs-Support-2026.docx

Feedback

https://forms.office.com/r/hrW2HuFVDw

Q & A