ClassMirror uses the learning level to adjust the wording of questions, the expected depth of reasoning, the complexity of documents and the tools that are useful for the response.
A more precise school profile can identify the learner's year. The public categories below show the main progression.
Shorter questions, familiar vocabulary, concrete situations and limited cognitive load. The objective is to make the task understandable without oversimplifying the idea being learned.
Concrete examples · guided reasoning · essential toolsClear explanations, first structured justifications, interpretation of simple documents and progressive use of disciplinary vocabulary.
Explain · compare · calculate · interpretMore structured reasoning, stronger disciplinary vocabulary, multi-step tasks, data analysis and more autonomous use of mathematical or visual tools when needed.
Reason · model · analyse · justifyDetailed concepts, rigorous reasoning, greater autonomy, denser documents and questions that can require synthesis, formalisation or critical analysis.
Formalise · demonstrate · synthesise · evaluateA primary learner should not receive the same wording or expected justification as a university learner, even when the broad topic is similar.
A simple table may be appropriate at one level, while a denser graph, source document or multi-variable dataset may be suitable later.
Advanced tools should not be displayed to a learner who does not need them. The question remains the main trigger for the response tools.
When a learner has a school profile, ClassMirror can use that level automatically rather than asking the learner to choose an unrelated level for each session.