In 2025, the University of Sydney removed HSC Mathematics Advanced as a compulsory prerequisite for several degrees, including Commerce, Economics, Science, Medicine, and Psychology. This change aimed to increase STEM enrolments by removing potential obstacles, particularly for students without access to higher-level mathematics. However, as Engstrom and Tinto (2008) emphasise, “access without support is not opportunity”. To address this, the University introduced supported pathways instead of strict entry prerequisites. Instead, courses now include clear descriptions of assumed knowledge, which students can meet through various learning pathways tailored to their prior experiences.
Challenges and considerations
These changes raise important questions about how the University can support students’ mathematical preparedness:
- Helping students make informed degree choices.
- Providing timely access to relevant learning support.
- Grouping students effectively based on their mathematical backgrounds.
- Ensuring fairness and consistency in assumed knowledge expectations.
While some of these issues extend beyond this article, the Learning Hub (Mathematics) team has taken a step forward with the Mathematics Academic Planner (MAP)—a University-wide diagnostic tool built using the Student Relationship and Engagement System (SRES). MAP supports students by assessing their mathematical knowledge against course expectations, guiding subject choices, and linking students to tailored support resources. Piloted in Semester 1, 2024, MAP was initially integrated into ATHK1001 and the Bachelor of Liberal Arts and Sciences (BLAS) degree, offering recommendations for units such as ECON1001, ECMT1010, DATA1001, INFO1110, MATH1061, and MATH1050.
Designing the MAP
MAP was developed in collaboration with Educational Innovation and external partners from eLIPSE (University of Queensland). These discussions, supported by academic studies (Johnston et al., 2021; Rylands & Shearman, 2022; Shepherd et al., 2011; UQ Elipse), emphasised the need for a motivational approach to manage student anxiety while assessing preparedness. The tool was co-designed with student partners (PASS facilitators and a UX session) who contributed to question development and user experience testing. Unit coordinators were engaged to review the diagnostic questions and post-quiz support recommendations, ensuring course alignment. Learning Success Advisors Ting-Ying Chang, Remy Bokosmaty, Anthony Cheung, and Andrew Chuter provided valuable feedback on question design.
MAP is one of the most complex quizzes built within SRES columns. It consists of:
- A brief questionnaire to tailor questions to students’ study areas.
- A quiz page with 30+ multiple-choice questions (MCQs) covering mathematical concepts.
- A result page displaying personalised recommendations and links to support resources.
Quiz structure
Each MCQ was created in LaTeX and stored in individual SRES columns. The system dynamically filtered questions based on a student’s responses, ensuring only relevant questions were presented. Correct answers are recorded as ‘1’ in SRES, allowing aggregation of results to track mathematical competency.
Result portal
The Result Portal provided students with:
- Personalised recommendations based on their scores in specific mathematical areas.
- A breakdown of correct and incorrect answers (positioned at the bottom of the page to reduce anxiety).
- The option to retake the quiz, reinforcing learning over time.
By embedding MAP within SRES and Canvas, the tool remained entirely within university systems, ensuring scalability without reliance on third-party platforms.
What do students see?
The MAP process is straightforward and user-friendly:
Step 1: Choose your study area
Students begin by selecting their area of study (e.g., physics, business, chemistry, psychology). This ensures they are only asked relevant questions. Students unsure of their major can opt to complete the full MAP assessment.
Step 2: Take the quiz
The multiple-choice quiz (20-30 minutes) assesses students’ mathematical skills. Students are encouraged to use a calculator and working-out paper.
Step 3: Check your results
The MAP evaluates responses, comparing them to the assumed knowledge for various units. Students receive:
- A personalised results page outlining areas of strength and improvement.
- Recommendations for workshops and resources at the Learning Hub.
- Links to additional support services, such as the Maths in Business Program and Economics Maths Workshops.
So what happened?
Semester 1, 2024 results:
- 88 unique student attempts, 69 completions in ATHK1001.
- 30% of participants engaged with Learning Hub support (consultations, workshops, or tutorials).
- Student surveys indicated that MAP was easy to use, helpful in recalling key concepts, and provided objective feedback on university preparedness.
A co-design workshop explored how assumed knowledge should be communicated. Students emphasised:
- The need for clear topic breakdowns, linked resources, and study recommendations.
- A preference for MAP to be available throughout their degree journey, not just pre-semester.
- The value of MAP as a private, low-pressure assessment, particularly for international students.
In Semester 2, 2024, MAP was expanded to physics, business, chemistry, and psychology. The system was refined so students only saw questions relevant to their study area. For example, Physics students encountered vectors and calculus, while Business students focused on financial mathematics and statistics.
Why does this matter?
Providing clear expectations about assumed knowledge, alongside structured learning support, helps students stay on track and succeed. MAP not only enhances student preparedness but also provides valuable insights into student cohorts, benefiting faculty planning and support services.
MAP was designed within SRES and Canvas, requiring no external software. This makes it easily scalable and adaptable for other faculties seeking to implement diagnostic tools or personalised feedback mechanisms.
If you’re interested in developing your own diagnostic tool using SRES or would like to integrate your unit into MAP, get in touch—we’d love to work with you!
Tell me more!
To try the MAP, you can self-enrol in the Canvas site: https:/bit.ly/MAP-Canvas (must have a University of Sydney unikey).
The Learning Hub drew on eLIPSE research, including:
- Burton & Dowling (2013) Get set for success: using online self-assessments to motivate first-year engineering students to engage and manage their learning.
- Johnston et al. (2021) Online quiz for STEM assumed knowledge self-assessment by first year science students: a pilot study.
- Shepherd et al. (2011) Ready for First year? The use of pre-teaching diagnostic tests to prompt greater preparation and engagement.
