Reading the class dashboard
The dashboard shows one class, one unit at a time. Everything on it is built from two things your students do: skill checks, which are practice, and diagnostics, which are the ten question checks that name the specific error behind a wrong answer. This page walks down the screen in order and says what each part is telling you.
1Units in scope, and the unit tabs
Top of the page
Under the class name and join code is a row of unit chips. Clicking a chip puts that unit in your class scope, which is what the tabs, the console and the worksheet builder all read. It saves as you click.
The tabs below the chips are the union of two lists: every unit in scope, plus every unit your students have actually worked in. A tab that is there only because of student work carries a small blue dot , which means work is happening in a unit you never put in scope. Nothing further down the page is site wide. It is all the selected tab.
2Pull these students
Red bordered cards, above the roster
Up to three students, ranked by how much attention they need right now. The ranking counts an active misconception as worth two unfinished items, so a student with a few flagged errors outranks one who simply has not started. Each card gives the count of flagged misconceptions and how many skill checks and diagnostics they have done. The same students carry a small red dot next to their name in the roster, so you can find them in the table.
If nobody in the class needs anything, the cards do not render at all.
3The roster table
One row per student, click a row to open it
Six columns. Every one of them is about the selected unit only.
| Column | What it is |
|---|---|
| Student | The name the student typed when they joined. In a pilot class this is the roster code you assigned, not their real name. See the roster setup guide. |
| Unit activity | How much of the unit is done, as a percent. Each subtopic has two pieces, its skill check and its diagnostic, so a unit with seven subtopics has fourteen pieces and this is how many of them are finished. |
| Skill checks | One square per subtopic, in topic order, with the count beside them. hollow is not started, part filled is in progress and the fill shows how far, solid green is all ten correct. Hover a square to see which subtopic it is. |
| Diagnostics | One square per subtopic again, coloured by the most recent score out of ten: 8 or better, 5 to 7, below 5, not taken. Hover for the score. |
| Misconceptions | A single bar showing that student's mix across the unit's misconceptions: active, progressing, cleared, reappeared. Widths are proportions, so a short red slice on a long bar is a student who has cleared most of what they hit. |
| Cumulative | Their best score on the unit's cumulative assessment. 80 percent and up, 60 to 79, below 60, and a dash if they have not taken it. |
What opens when you click a row
A table with one line per subtopic: the skill check as correct out of ten, the number of scenario attempts it took, and the diagnostic score. Attempts is the column that separates a student who got ten right first time from one who got there on the twenty second try. Both show solid green in the row above.
The four misconception states
These four words appear in the bar, in the map, and in the console. They move on their own as students work, and you never set one by hand.
- Active. A diagnostic caught this specific error and the student has not worked it off yet.
- Progressing. They are getting questions on it right in drill, but not consistently enough to clear it.
- Cleared. They have answered enough of it correctly that it is no longer flagged.
- Reappeared. It was cleared and has shown up again in later work. Read this one as active, and as a sign the first fix did not hold.
4Class misconception map
Card titled "Where the class stands"
Three cards at the top rank the unit's misconceptions by how many students currently have them active or reappeared, so #1 to address is the one error costing your class the most right now. The grey code underneath, something like U4-PH17, is the permanent id for that error if you want to look it up in the catalog.
Below that is the grid: one row per student, one column per misconception in this unit, coloured with the same four states. Read a row across for one student, and a column down to see whether an error is one student's problem or the whole class's. Hover a column header for its code.
A unit where nothing has been diagnosed yet says so instead of drawing an empty grid.
5Reteach plan
Card titled "What needs review"
This is the topic level view, built only from diagnostics students have finished. A topic appears once three students have completed its diagnostic, and a student counts as below the line at under 70 percent. Topics are listed weakest first, with the class average, how many students are below the line, and an expander listing them by name.
The diffuse tag is the useful one. It means a student scored low on the topic while no single misconception was flagged active. Their misses were scattered across several errors rather than one repeated error, which is the case the map cannot show you. A topic with several diffuse tags usually wants reteaching whole, and one with a single error dominating wants that error addressed.
The By student toggle pivots the same data: each student with a list of their weak topics and scores. That is the view to use for conferences and for grouping.
6Studio labs
Card titled "Linearization labs", AP Physics 1 only
If the unit has a Studio lab, each lab gets a card showing how many students recorded a result and how many landed within tolerance. Open one for the per student table: the constant they recovered with its unit, whether it was in tolerance, the r squared of their fit, and how many points they used. A low r squared with a good answer is usually a student who took few, sloppy points and got lucky, and that is worth a conversation.
Only work done while signed in to your class is recorded. A student practising a lab in open mode never appears here. Other subjects and the Physics C tabs show no lab card at all.
7A five minute routine
- Pick the unit tab you are teaching. Check for a blue dot on any other tab, which means students are working somewhere you did not expect.
- Read the three pull cards. Those are your conference list for the week.
- Read #1 to address in the misconception map. If it is above roughly half the class, it is worth five minutes of whole class time rather than individual follow up.
- Open the top topic in the reteach plan and look at who is below the line, and at how many carry the diffuse tag. That decides whether you reteach the topic or target the error.
- Send the follow up. Groups and worksheets, linked at the top of the dashboard, builds a worksheet from what you just read.
8Common questions
A student is missing from the roster
They have not joined yet, or they joined a different class. The join code is at the top of the dashboard next to the class name. Students who were removed stay out of the dashboard and can be put back from the console.
The whole page says no units are in scope
Nobody has recorded anything yet and no units have been picked. Choose your units in the chip row, and share the join code.
A student did the work but their squares are hollow
Work only records while they are signed in to the class. Anything done in open mode, without joining, is practice that reaches nobody's gradebook.
Why is a score I know they beat still showing the old number
Diagnostic squares show the most recent score, not the best one. Cumulative shows the best. A student who retook a diagnostic and did worse will show the worse score, which is deliberate: it is the current state of what they know.
Where do I find the misconception behind a code
The misconception catalog lists them with the trap each one describes. The CED search maps them back to College Board topics.