Example: Index #=1, System Code='maxQNum', Variable Name='Max number of questions submitted by each student', Value=2, Application='Not allowed above the value.'
SPR Summary
Select the SPR Summary tab to load the latest All Activities summary.
User Guide
Quick, practical how-tos for each module. Pick a subtab to see what teachers and students actually do step-by-step.
Question Making (QMK) — quick guide
What it is (at a glance)
A structured way for students to write their own questions, review peers’ work, and vote/comment. Teachers can monitor, guide, and turn the best questions into a ready-to-use test set—all in a single flow. Results feed into class analytics and performance summaries, so effort shows up in students’ SPRs.
Core objectives
Foster deeper learning by having students author, critique, and select quality questions.
Build discussion around good questioning and good answering.
Give teachers quick tools to select questions, grade participation, and create quizzes from student work.
Keep consistent records (by class/date/session/topic) for fair and transparent evaluation.
Tip: Announce the Owner (Individual/Pair/Group/Team), Topic/Unit, Session (e.g., s01), and the time window (use the timer on the dashboard) at the start.
A typical 1-period flow
Before class (Teacher Dashboard)
Set School Year, Subject, Teacher, Class, Date, and Session.
Choose the Owner (e.g., Pair) and Topics/Units.
Optional: Open the Timer to pace writing and voting.
Students write (QMake_sAction251003.html)
Students open the page and confirm the announced Topic/Unit and Session.
They submit their question(s) for the selected Topic/Unit. If they submit again, the same record updates (no duplicates).
Teacher can monitor new submissions via Contents → Get Student Questions on the dashboard.
Students vote and comment (QMake_sVote251003.html)
Students switch to the Vote page and select the same Session and Topic/Unit.
They read peer questions, cast votes, and optionally add constructive comments.
You may run voting for “All Sessions” or a specific session (e.g., s02) using the dashboard filters.
Teacher monitors, selects, and saves (Teacher Dashboard)
Go to T_Votes/Grading.
Use filters (Session, Topic/Unit) to pull today’s votes/comments, then sort and select the best questions.
Click Save to store your selections. If you want a ready quiz: assemble the Final Test Set.
Wrap-up
In the Teacher Dashboard, click Save Activity Statistics and/or Save Activity Summary Table for QMK (by date).
Later, in the SPR page, show All Activities for the day and save the consolidated summary if needed.
Teacher actions — concrete steps
Open TDash_QMake251220.html and set Teacher Info (School Yr, Subject, Teacher, Class, Date, Session, Owner, Topics/Units).
Announce the exact Owner, Topic/Unit, and Session to students.
Optional: Start the Timer for writing (e.g., 6 minutes).
During writing: use Contents → Get Student Questions to spot-check submissions.
Switch class to voting: announce the same Topic/Unit and Session.
Open T_Votes/Grading, set filters (Topic/Unit, Session or All Sessions), and click Get Votes/Comments.
Sort by votes or comments, select best, then click Save Selection.
Optional: Go to Final Test Set, drag selected questions to build a quiz; Save Test Set and Answer Key.
Before leaving: click Save Activity Summary Table (QMK) for today so it appears in analytics.
Later (optional): On the SPR page, set Activity=All Activities, Topics/Units=All, click Show SPR, then Save to lock in the daily consolidated view.
Student actions — concrete steps
Open QMake_sAction251003.html.
Confirm the Topic/Unit and Session announced by the teacher.
Final Test Set: Build a quiz from selected questions; save the set and answer key.
SPR Summary: Later, compare across activities.
Notices: Post class notices (optional).
What gets saved (so effort shows up later)
Activity-level summaries (QMK per day): Clicking Save writes a per-day QMK summary for the class (owner=all, topics=all), so aggregation stays uniform.
All Activities (cross-activity) for the day: On the SPR page (All Activities + All Topics/Units) → Show SPR → Save to create the consolidated daily doc.
Plain-English: “Save QMK today” → “All-Activities view shows it” → “Save All-Activities to lock it in.”
Best practices
Match filters between Teacher and Student pages (same Topic/Unit, same Session).
Timebox writing and voting; encourage revision if ambiguity is spotted.
After voting, spotlight a few strong questions and explain why they’re strong.
Save the QMK activity summary before leaving; later, lock in the All/All snapshot on SPR.
Troubleshooting quick hits
“I don’t see votes for s02”: In T_Votes/Grading, set Session=s02 (or “All Sessions”) and fetch again.
“The All/All table didn’t change after QMK”: Ensure you saved QMK activity summary today; then on SPR use All Activities + All Topics/Units → Show SPR → Save.
“Students can’t submit”: Check network, confirm Topic/Unit, ask them to reload the page.
“Duplicate/legacy issues”: Use Migrate QMake IDs once to standardize older records.
10–15 minute demo script
Set context on the Teacher Dashboard (Owner=Pair, Topic/Unit chosen, Session s01).
Start a 6-minute timer for writing.
Have a student submit a well-formed question; show it under Contents → Get Student Questions.
Switch class to the vote page (Session s01 + Topic/Unit), cast a few votes and a comment.
Back on the dashboard, fetch s01 votes, sort/select/save the top items.
Optional: Build a quick quiz in Final Test Set, save set + key.
Save today’s QMK activity summary.
On SPR, select All Activities + All Topics/Units → Show → Save the consolidated All/All record.
Teacher checklist
Before class: set Owner, Topic/Unit, Session; announce to students.
During class: write → vote → select; timebox each.
End of class: save QMK summaries; optionally build a quiz; later, save the All Activities summary in SPR.
Answer Hitting (ANS) — quick guide
What it is (at a glance)
Rapid-response practice using a shared question set. The teacher runs timed rounds (one-by-one or all-at-once), students submit answers, and the class reviews distributions. Teachers can capture Most Voted Answers (MVA), set correct answers, and save the day’s ANS summary so effort appears in SPR.
Core objectives
Give students fast, focused practice on a curated test set.
Make misconceptions visible via per-question answer distributions.
Capture participation and performance for analytics and feedback.
Optionally finalize correct answers and reuse the set for grading.
Students: AnsHit_sAction251205.html (submit answers, view distributions and “My Answers”).
Tip: Announce the Test Set, Answering Mode (one-by-one vs all-at-once), Max Rounds per Question, and the timing before you start. Keep the class on the same Session ID.
A typical 1-period flow
Before class (Teacher Dashboard)
Set School Yr, Subject, Teacher, Class, Date, and Session.
Load or choose the Final Test Set (Contents → Get Final Test Set).
In Environment/controls, select Answering Mode (one-by-one or all-at-once) and Max Rounds per Question (e.g., 3).
Students answer (AnsHit_sAction251205.html)
Students open the page. They confirm School Yr, Subject, Teacher, Class, Date, Session, and enter their Student ID/Name.
When the teacher starts a round, students see inputs appear for the current question(s). They type answers and submit.
After the round stops, distributions render so students can reflect on results (and on next rounds if configured).
Teacher runs the rounds (Teacher Dashboard)
Click Round Start to open a round for the current question (one-by-one) or for all questions (all-at-once).
Watch status. Click Round Stop to end the round; distributions appear on the student page.
Optionally Reopen a round (briefly) to collect stragglers, then stop again.
Advance to the next question (one-by-one) or wrap if all-at-once submissions are finished.
Wrap-up (Teacher Dashboard)
In T_Votes/Grading, click Get Most Voted Answers (MVA). Review and click Save MVAs to store the correct answers.
Open Control/Monitor and Get Answer Hitting Summary. Click Save Activity Summary for today (owner=all, topics=all) so analytics are consistent.
Later on the SPR page, show All Activities for the day and optionally save the consolidated summary.
Teacher actions — concrete steps
Open TDash_AnsHit251205.html and fill Teacher Info.
Click Contents → Get Final Test Set; confirm the right set is loaded.
Choose Answering Mode and Max Rounds per Question.
Announce the Session and expectations to the class.
Click Round Start to begin; stop when time is up; reopen briefly if needed.
Repeat for the next question (one-by-one) or proceed to summary (all-at-once).
Go to T_Votes/Grading → Get MVA; review and Save MVAs.
Open Control/Monitor → Get Answer Hitting Summary → Save Activity Summary for today.
Optionally, check SPR Summary tab (nearest date) to verify that ANS contributions appear.
Student actions — concrete steps
Open AnsHit_sAction251205.html and confirm the announced context (class, session, topic/unit if used).
Enter your Student ID and Name exactly as in the class list (validation applies).
When you see the round is Active, type your answer(s) and click Submit once per round.
After stop, review the distribution chart; reflect on misconceptions.
Use My Answers to see what you submitted by question/round.
Tabs you’ll actually use (on the Teacher Dashboard)
Student List: Load roster and groups for validation.
Contents: Get Final Test Set to pull the question set.
T_Votes/Grading: Get Most Voted Answers (MVA) and Save MVAs (sets/updates correct answers).
Control/Monitor: Get Answer Hitting Summary and Save Activity Summary (per-day ANS record).
SPR Summary: Confirm nearest All Activities summary includes today’s ANS contributions.
Notices: Communicate pre/post-class instructions or share answer keys.
What gets saved (so effort shows up later)
Grouped submissions: Stored per class/session/round; used to render distributions and compute MVAs.
MVA and correct answers: Use Save MVAs to persist canonical correct answers for the test set.
Activity-level summary (ANS per day): Use Save Activity Summary (owner=all, topics=all) to write the day’s ANS summary for the class.
All Activities (cross-activity) for the day: Later, on the SPR page, Show and optionally Save the consolidated All/All doc.
Best practices
Double-check everyone is on the same Session; mismatches cause “missing” answers.
Pick the mode that fits your lesson: one-by-one for pacing and discussion per item; all-at-once for quick checks.
Use timeboxing per round and keep directions on-screen.
After each stop, discuss the distribution briefly and why wrong answers are attractive.
Save the ANS activity summary before class ends; later lock the All/All snapshot on SPR.
Troubleshooting quick hits
“Students don’t see questions”: Ensure Round Start is pressed and the right test set is loaded; verify students’ Session and Class match yours.
“Submit button is disabled”: Round isn’t active yet, Student ID/Name missing or invalid, or the student already submitted this round.
“MVA table is empty”: Click Get MVA after at least one round; confirm you’re using the correct Session filter.
“SPR All/All didn’t change”: Save the ANS Activity Summary today; then on SPR, select All Activities + All Topics/Units → Show → Save.
10–15 minute demo script
Load a small Final Test Set and choose one-by-one, 2–3 rounds.
Start Round 1; have a few students submit; Stop and show the distribution.
Optionally Reopen briefly; Stop again; advance to the next question; repeat.
Go to T_Votes/Grading → Get MVA → Save MVAs.
Open Control/Monitor → Get Answer Hitting Summary → Save Activity Summary.
On the SPR page (later), select All Activities + All Topics/Units → Show → Save to consolidate the day.
Teacher checklist
Before class: load test set; set mode and rounds; announce Session.
End of class: Save MVAs; Save ANS Activity Summary; later, save the All Activities summary in SPR.
Essay Writing (ESS) — quick guide
What it is (at a glance)
Prompt-driven drafting with rubric-aligned review and scoring. Supports peer/teacher feedback, iterative revision, and daily summary saving so participation shows in SPR.
Core objectives
Develop clear, structured writing with evidence and organization.
Practice rubric-guided feedback and revision cycles.
Capture participation (submissions, reviews, comments) in analytics.
Shared principle: Objective and sincere peer evaluation is essential for learning—both for the writer and the evaluator. The system encourages fairness and discourages reckless voting with penalties (types 1, 2, 3). It also values participation in reviews and even votes on comments.
Shared principle: Collaboration matters. For Pair/Group/Team work, scores aggregate per owner and average back to members to promote cooperative learning.
A typical 1–2 period flow
Before class (Teacher Dashboard)
Set Teacher Info and choose Owner (e.g., Individual) and Topics/Units.
Post the writing prompt and clarify the rubric focus (e.g., thesis, evidence, coherence).
Students draft and submit (Essay_sAction)
Students open the page, confirm context, and draft their essay.
Submit within the time box; re-submit if they make improvements (latest version kept).
Review and feedback
Peers and/or teacher give rubric-aligned feedback and optional scores.
Encourage constructive comments; the system records participation in comments and votes on comments.
Revision and wrap-up (Teacher Dashboard)
Highlight exemplar passages; invite short revision if time allows.
Save the ESS Activity Summary for today (owner=all, topics=all) so contributions appear in SPR.
Teacher actions — concrete steps
Open the Essay dashboard; set School Yr/Subject/Teacher/Class/Date/Session; select Owner and Topic/Unit.
Post the prompt and rubric focus; timebox drafting and review.
Monitor submissions and comments; encourage balanced, evidence-based feedback.
Save the ESS Activity Summary at the end of the period.
Give sincere, specific peer feedback using the rubric; avoid careless scoring—reckless voting is penalized.
Revise if time remains and resubmit; learn from classmates’ strengths.
Tabs you’ll actually use (Teacher Dashboard)
Prompt/Environment: set the prompt, rubric emphasis, timing.
Contents/Reviews: view drafts and feedback; showcase exemplars.
Summary: Save Activity Summary for ESS (per-day, owner=all, topics=all).
SPR: Verify the daily All Activities view later (optional save).
What gets saved
Drafts and revisions (latest kept as canonical for the day).
Participation in reviews/comments and votes on comments.
ESS Activity Summary for the date (class-level rollup).
All Activities consolidated (saved later on SPR, optional).
Best practices
Model a short exemplar first (“warming up”), then run a simple evaluation pass, and finally a stricter final evaluation. Later stages carry more points and stricter criteria.
Encourage healthy collaboration; for groups/teams, the system averages group scores back to members.
Discourage copying: initial imitation is acceptable during warm-up, but repeated copying triggers penalties based on similarity rates (under active development).
Troubleshooting quick hits
“No drafts visible”: Confirm students selected the correct Topic/Unit and Session; refresh Contents.
“Peer reviews too generous/harsh”: Remind about objective criteria; reckless voting penalties may apply.
“SPR didn’t reflect ESS”: Ensure you saved the ESS Activity Summary today; then on SPR, All Activities + All Topics/Units → Show → Save.
10–15 minute demo script
Post a short prompt and show the rubric focus.
Have a student draft a brief paragraph; submit.
Run a quick peer review (1–2 comments) and spotlight an exemplar sentence.
Save the ESS Activity Summary; later, verify on SPR.
Teacher checklist
Before class: set prompt/rubric focus; announce Owner and Topic/Unit.
During class: draft → review → revise; emphasize objective feedback.
End of class: save ESS summary; later, SPR All/All if you want the consolidated snapshot.
Project Mounting (PRO) — quick guide
What it is (at a glance)
Multi-stage projects with artifacts and checkpoints (Plan → Mid → Final). Supports owner types (Individual/Pair/Group/Team), peer/teacher evaluations, and daily summary saving for analytics.
Core objectives
Guide long-form inquiry and creation across stages.
Encourage collaboration, planning, iteration, and reflection.
Evaluate fairly via rubric-based peer/teacher assessments.
Shared principles:
Objective, sincere peer evaluation boosts learning; reckless voting is discouraged with penalties (types 1, 2, 3).
Collaboration matters—group/team work aggregates and averages back to members to promote shared responsibility.
Participation in votes/comments and even votes on comments is valued.
Students: Project_sAction250827.html (submit artifacts per stage) and Project_sVote250827.html (peer evaluations).
A typical multi-stage flow
Stage 1 — Plan
Teacher posts requirements, rubric, and timeline; sets Owner and Topic/Unit.
Students submit a plan (proposal, roles, deliverables, checkpoints).
Peer/teacher feedback; revise plans as needed.
Stage 2 — Mid
Students submit partial artifacts or progress updates.
Peer/teacher feedback using rubric dimensions (progress, quality, collaboration).
Address bottlenecks; adjust scope if needed.
Stage 3 — Final
Students submit final artifacts (report, slides, code, media).
Peer/teacher evaluation; comments and votes help identify excellence.
Save the PRO Activity Summary for the date (owner=all, topics=all).
Shared principle: The system supports a three-stage learning development pattern—warming up (Plan), simple evaluation (Mid), and stricter final evaluation (Final)—with increasing points and stricter criteria. Initial imitation is tolerated; repeated copying is penalized based on similarity rates (under development).
Teacher actions — concrete steps
Open TDash_Project251207.html; set Teacher Info, Owner, Topic/Unit.
Publish stage requirements and rubric focus; set deadlines.
Monitor submissions each stage; prompt peer reviews and comments.
At each checkpoint, review exemplars; encourage objective peer evaluation.
After Final, save the PRO Activity Summary for today.
Student actions — concrete steps
Check stage requirements; align roles and timeline.
Submit artifacts on time; revise based on feedback.
Evaluate peers objectively using the rubric; avoid reckless scoring.
Collaborate and communicate—group scores average back to all members.
Tabs you’ll actually use (Teacher Dashboard)
Plan/Stages: set stage prompts, requirements, and rubrics.
Contents: review uploaded artifacts per stage.
Reviews: collect peer/teacher evaluations and comments.
Summary: Save Activity Summary (PRO) per day.
SPR: Verify daily All Activities later (optional save).
What gets saved
Per-stage artifacts and feedback.
Participation in reviews/comments and votes on comments.
PRO Activity Summary for the date (class-level rollup).
All Activities consolidated (saved later on SPR, optional).
Best practices
Use the three-stage point ramp (Plan→Mid→Final) to scaffold growth and accountability.
Make collaboration visible: define roles, reflect on teamwork, and leverage group averaging.
Call out objective peer evaluation; reckless voting penalties apply.
Troubleshooting quick hits
“Missing artifacts”: Confirm owner/team membership and stage; refresh Contents.
“Unbalanced peer scores”: Remind objective criteria; check for penalty triggers.
“SPR didn’t reflect PRO”: Save today’s PRO summary; then SPR All/All → Show → Save.
10–15 minute demo script
Show stage prompts and rubric focus; submit a sample Plan artifact.
Collect a quick peer review (1–2 comments) and revise.
Pretend Final stage: show how to save PRO Activity Summary.
Check on SPR later for the All/All view.
Teacher checklist
Before: set stage prompts, Owner/Topic; announce timeline.
During: collect artifacts, run peer/teacher reviews, highlight exemplars.
End: save PRO summary; later, save All Activities on SPR if desired.
Presenting (PRE) — quick guide
What it is (at a glance)
Structured presentations with rubric-based peer/teacher evaluation. Tracks participation (presenters and reviewers), supports stages (prep → practice → final), and writes daily summaries for analytics.
Core objectives
Develop speaking, organization, and visual communication skills.
Engage the audience with sincere, constructive peer evaluation.
Provide clear evidence for grading and feedback via rubrics.
Shared principles: Objective peer evaluation is crucial (penalties deter reckless voting). Collaboration is encouraged—group/team results average back to members. Participation in reviews/comments and votes on comments is valued.
Celebrate exemplars; clarify why they score well using the rubric.
Troubleshooting quick hits
“Missing evaluations”: Confirm the correct Session and Topic/Unit; prompt audience to submit.
“Biased scoring”: Remind objective criteria and note that penalties can apply to reckless voting.
“SPR didn’t show PRE”: Save today’s PRE summary; then SPR All/All → Show → Save.
10–15 minute demo script
Announce rubric focus and a short practice presentation.
Collect quick peer scores/comments; discuss one exemplar.
Save PRE Activity Summary; verify later on SPR.
Teacher checklist
Before: define rubric focus and schedule; announce Owner/Topic.
During: run sessions, collect evaluations, spotlight exemplars.
End: save PRE summary; later, SPR All/All if you want consolidation.
Debate (DEB) — quick guide
What it is (at a glance)
Role-based debates with structured rounds (e.g., Opening → Rebuttal → Closing) and rubric-guided peer/teacher evaluation. Tracks participation and saves daily summaries for analytics.
Core objectives
Practice argumentation, evidence, and rebuttal skills.
Foster listening, note-taking, and respectful engagement.
Evaluate fairly using clear criteria to reduce bias.
Shared principles: Objective evaluation matters (penalties for reckless voting). Collaboration and communication within teams are encouraged—scores average back to members for team debates. Participation in reviews/comments and votes on comments is recognized.
Who uses which page
Teacher: TDash_Debate260102.html (set roles/rounds/rubrics; collect evaluations; save summary).
Students: Debate_sAction251003.html (deliver speeches) and Debate_sVote251003.html (peer evaluations/comments).
A typical 3-round flow
Opening: Teams/roles announced; affirmative and negative opening speeches; audience notes.
Rebuttal: Each side challenges arguments with evidence; audience submits quick evaluations and comments.
Closing: Summaries and final appeals; audience final evaluations; teacher synthesis.
Shared principle: Warm-up → simple → final evaluation progression increases rigor and points. Early imitation is tolerated; repeated copying triggers penalties based on similarity rates (under development).
Teacher actions — concrete steps
Open TDash_Debate260102.html; set Teacher Info; define roles, sides, and rubric focus.
Announce Owner type (Individual/Pair/Group/Team) and the debate topic.
Run rounds; cue speakers; collect peer/teacher evaluations.
After closing, save the DEB Activity Summary for today.
Student actions — concrete steps
Speakers: prepare structured arguments with evidence; rehearse timing.
Teams: communicate and divide roles; team scores average to members.
Tabs you’ll actually use (Teacher Dashboard)
Setup: define roles, sides, order, and rubric focus.
Evaluation: collect peer/teacher evaluations and comments by round.
Summary: Save DEB Activity Summary (per-day).
SPR: Verify All Activities later (optional save).
What gets saved
Per-round evaluations and comments.
Participation metrics for reviewers and votes on comments.
DEB Activity Summary for the date (class-level rollup).
All Activities consolidated (SPR, optional).
Best practices
Use precise, evidence-based criteria to reduce bias.
Encourage note-taking for better rebuttals and fairer evaluations.
Manage time strictly; keep rounds balanced.
Troubleshooting quick hits
“Skewed scores”: Remind objective rubric and note penalties for reckless voting.
“Missing peer evaluations”: Verify Session/Topic; prompt audience; re-open a short window if needed.
“SPR didn’t show DEB”: Save today’s DEB summary; then SPR All/All → Show → Save.
10–15 minute demo script
Assign roles/sides; run a 1–2 minute opening.
Collect quick audience evaluations/comments; highlight one strong rebuttal.
Save DEB Activity Summary; verify later on SPR.
Teacher checklist
Before: set roles, rubric focus; announce Owner/Topic.
During: manage rounds and evaluations; spotlight strong arguments.
End: save DEB summary; later, SPR All/All if you want consolidation.
Student Performance Report (SPR) — quick guide
What it is (at a glance)
The reporting hub. It reads per-activity daily summaries (QMK/ANS/ESS/PRO/PRE/DEB) and can compute or save the consolidated All Activities summary for a date. Useful for analytics, exports, and student conferences.
Core objectives
Provide a single view of performance across activities.
Support fair evaluation using consistent, consolidated docs.
Enable exports and quick lookups (nearest date when exact day missing).
Shared principles: We value objective peer/teacher evaluation and visible participation (votes, comments, votes on comments). Collaboration is supported—group/team learning averages scores back to members. Three-stage development (warm-up → simple → final) encourages growth while deterring repeated copying with penalties.
Use Show OwnerTotal / Hide OwnerTotal to toggle extra owner-total columns when you need deeper checks.
When you want to persist the day’s table, click Save Activity Summary Table (works when Select Period: is Total).
2) Students Portfolio
Keep portfolio history current using the SPR UI. Portfolios are most useful when they are updated daily while class context is fresh.
Use the Students Portfolio tab for overview, and open each student’s Student Record popup when you need to add/edit portfolio items.
In the Student Record popup, review Existing Portfolio, then use Add New Portfolio fields: Title:, Details:, and Upload File: (if used).
Click Save Record for each new daily portfolio entry. Add brief notes so later reviews are interpretable.
3) Student Analysis
Use the Perform Analysis tab to spot unusual trends early.
Compare Class Performance across classes/dates to find peculiar trends (sudden shifts, unusually high/low means, widening spreads).
Select a student via Student ID: and check outliers (excessive z-scores and large diffs).
Generate narrative output using Generate Perform Analysis Report(PAR), review prior output via Get Previous Report, and persist via Save Report.
4) Teacher Observation
Observations are most reliable when written immediately after class and revisited periodically.
Go to the Teacher Observation tab and check Past Notes.
Set Observation Date:, then use Fetch Note for Date / Save Note for Date to review and write daily notes right after class.
Best practices
Save each module’s daily summary during class; later on SPR Table, set Select Activity:All Activities and Select Topics/Units:All Topics/Units, click Show SPR, and (if needed) click Save Activity Summary Table to lock the daily record.
Normalize across legacy capitalization automatically; rely on SPR for consistent totals.
Use exports and nearest-date fallback to keep grading conversations productive.
Troubleshooting quick hits
“All Activities / All Topics/Units didn’t show latest activity”: Save the module’s daily summary first; then on SPR Table, click Show SPR and (if needed) Save Activity Summary Table.
“No doc for selected date”: The viewer uses nearest-date fallback. Check the note above the table for which date was used.
Teacher checklist
SPR calculations: On SPR Table, confirm Peer/Teacher/System/Bonus/Penalty/TotalGrader and Indiv/Pair/Group/Team/TotalOwner are calculated correctly (use Show OwnerTotal if needed). If ORG changed during the semester, use Student List → Class Organization: selector + Refresh to compare before/after and confirm SPR displays align appropriately.
Students Portfolio: Confirm portfolio entries are recorded via the Student Record popup and that Save Record persists correctly (and appears under Existing Portfolio).
Perform Analysis: Confirm class means/standard deviations and student z-scores are calculated correctly; confirm Generate Perform Analysis Report(PAR) output is correct and can be persisted with Save Report.
Class Organization (ORG) — roster, groups, owners
What it is
Your classroom structure tool. Define students and flexible owner types (individual, pair, group, team). These owners are referenced by modules (QMK/ANS/ESS/PRO/PRE/DEB) and inform how scores get averaged back to students for SPR.
Core objectives
Keep the roster up to date (adds, drops, names).
Create reusable owner sets (pairs/groups/teams) for activities.
Ensure collaboration is fairly averaged back to members in reporting.
Shared principles: Collaboration is encouraged. Work owned by pairs/groups/teams is averaged back to all members. Participation (writing, voting, comments, votes on comments) still matters individually. Objective evaluation and three-stage learning guidance apply across owner types; repeated copying triggers penalties.
Teacher Actions
1) Student Registration
Use the Teacher Login page to register rosters and generate student access credentials.
Open teacherLogin251213.html and go to Student Registration.
Upload class files: choose your class roster file(s). Make sure the file has the required columns (schoolCode, schoolYear, classCode, lastName, firstName, sex).
Generate whole classes at once: you can queue multiple class files and generate/register them together (multi-class generation).
Confirm that each student gets:
Student ID auto-generated based on class and student number
Prep Num auto-generated as a temporary password
(Optional) Use Notify Individual Prep Num on Teacher Login to push the Prep Num notice for the selected registered class.
2) How to create Class Organ
Create and refine pairs/groups/teams using the ORG tools. The organization you save becomes the source for “Owner” attribution in other modules and SPR.
Open TDash_Organ251215.html and load your class (School Yr / Subject / Teacher / Class).
Control Variables: set the variables that drive organization rules (for example, attendance/absent handling and grouping constraints).
Absent students: mark absences before generating/recomputing so pair/group/team results don’t include missing students.
Change Group/Team names: edit group/team names so they are meaningful for the unit/activity (used across dashboards and exports).
Adjusting Pairs / Groups / Teams:
Use the adjust controls to manually refine auto-generated results (swap members, rebalance groups, etc.).
If you need the editor-style interface, open classOrgan251121.html and adjust there, then save back.
3) How to add new move-in students
When a student joins mid-term, update the roster first, then refresh/recompute organization so owners remain consistent.
Teacher Login (teacherLogin251213.html): add the transfer/move-in student to the registered roster for the correct class/school year (so the student gets Student ID + Prep Num and appears in rosters).
TDash_Organ (TDash_Organ251215.html): reload the class organization snapshot so the new student appears in the student list.
classOrgan editor (classOrgan251121.html): recompute and/or adjust pairs/groups/teams to place the new student appropriately, then save the updated organization.
4) How to deal with move-out students
When a student leaves, remove/mark them as inactive in the roster and then rebuild owner sets so they don’t remain in pairs/groups/teams.
Teacher Login (teacherLogin251213.html): use the move-out workflow for the selected student so the roster no longer treats them as active in the class.
TDash_Organ (TDash_Organ251215.html): reload the roster/organization and verify the student is absent/inactive and not counted for organization generation.
classOrgan editor (classOrgan251121.html): recompute and/or adjust pairs/groups/teams to remove the move-out student from any owner set; then save the updated organization snapshot.
Student Actions
1) Student Login
Students use studentLogin251003.html to log in, recover access using Prep Num, and (when enabled) change their password during the session.
Prep Num as temporary password: Your teacher assigns a Prep Num during registration. Use it as your initial/temporary password.
First-time login / Forgot password: Click Forgot Password (or First time Log-in)?, then enter your Student ID and Prep Num to recover/reset.
Change password (after login): After you successfully log in, you can open the change-password popup (if your class setup shows the button) and set a new password you will remember.
Keep it private: Do not share your password/Prep Num with other students.
2) Vote for Class Organ (LV & PV)
In Organ_sVote250806.html, students submit votes that help the teacher form balanced collaboration groups.
LV (Likability Votes): students you think you can work with respectfully and productively (positive collaboration fit).
PV (Popularity Votes): students who are widely connected/central in the class (social visibility). This is not the same as “best collaborator”.
Do: vote honestly; use real experiences of collaboration; enter the correct IDs/names; select different students (no duplicates).
Don’t: vote as retaliation; coordinate votes to exclude someone; select the same student multiple times; treat PV as a “best friend list”.
Respect privacy: do not discuss other students’ votes.
3) Best efforts for collaboration
ORG tools support collaboration, but the classroom results depend on student behaviors.
Contribute: share ideas, write your part, and help your owner (pair/group/team) produce quality work.
Be accountable: even when work is shared, participation still matters individually (writing, voting, comments, votes on comments).
Be fair: listen, rotate roles, and avoid letting one person do all the work.
Be objective: focus on the learning objectives and constructive feedback, not personal conflicts.
Using owners in modules
In each module’s Teacher page, choose the owner type when starting an activity.
Student pages show who they’re paired/grouped with. Submissions/evaluations will be attributed to that owner.
SPR averages owner results back to individual members for daily and all-activities summaries.
Best practices
Keep owner sets stable within a unit to allow longitudinal comparisons.
Rotate pairs periodically to broaden peer exposure while keeping objectives explicit.
When someone is absent, temporarily reassign owners rather than leave singletons.
Troubleshooting quick hits
“Scores didn’t average correctly”: Check that the activity was started with the intended owner type and that the owner set members are accurate.
“Student shows in two teams”: Edit owner sets to remove duplicates; then refresh the module/SPR view.
Teacher checklist
Roster is current; names standardized.
Owner sets created for the week/unit (pairs/groups/teams).
Modules launched with the correct owner type.
SPR confirms averaging back to individuals as expected.
Open teacherApplication250922.html, fill out the application form, and submit it. After you submit, you will wait for administrator approval.
First-Time Registration & Login:
Once approved, you will receive an Access Code. Open teacherLogin251213.html and go to First Time Registration.
Enter your Access Code + Email + Password to create your account.
After creating the account, use Ordinary Login to log in.
Upload Student List:
After logging in, you will go to Student Registration.
Prepare your student list in Excel using the 8 required columns shown on the page, then:
Upload Student File → Import Student Data → Register Class Students.
Notify Individual Prep Num: This sends (or re-sends) each student’s Prep Num (temporary password) individually. When a student starts typing their Student ID on the Student Login page, they can see a small popup with their Prep Num (if the notice is enabled by the teacher).
Start a Class Activity:
On the same Student Registration page, click Go to Class Selection Board.
In the board:
Select the class you want (top-left dropdown).
Each row is an activity; columns are owner types (Individual/Pair/Group/Team).
Cells show status like Open / Close and the last open/close time.
If a class stays Open without a heartbeat for longer than the Stale Threshold, it is marked as Open — stale.
Click an enabled cell to open the dashboard for that activity + owner.
Using Front Screen Controller:
Right click on the page that you want to upload to the Front Screen Controller on the computer connected to the projector/TV.
Teacher On Screen: click an item to show the teacher’s page on the main screen.
Student On Screen: shows approved student pages that can be put on the main screen.
Upload request: when a student requests a screen upload, choose OK to approve (it will appear under Student On Screen) or keep it on Hold.
Login:
Open studentLogin251003.html and enter your Student ID and Password.
Teacher notice (Prep Num): the teacher notifies each student’s temporary password (Prep Num) individually. When you start typing your Student ID, a small popup can show your Prep Num (if the teacher enabled the notice).
Forgot Password? Use this when you forgot your password or it is your first-time login. It opens the recovery popup and lets you reset your login password using your Prep Num.
Change Password (recommended): After you successfully login, you can change your password. We recommend using your changed password for future logins instead of repeatedly using the initial Prep Num.
Timing: students can login only after the teacher selects the class activity on the Class Selection Board (class activity window is opened).
After login: choose what to do
After successful login, you will see two buttons:
Go to Class Organization and Start Study Activities.
If you click “Go to Class Organization”:
It opens Organ_sVote250806.html where students participate in class organizing votes.
(The teacher sets up the class organization and voting activities; students follow the on-screen voting instructions.)
If you click “Start Study Activities”:
It reveals the Select Activity dropdown and the Go to Activity button.
Example: “Question Making”
If “Question Making” is selected and you click Go to Activity, it opens the student Question Making page (QMake_sAction251003.html).
Prefilled info: The system auto-fills the student info/context fields (School Yr, Subject, Teacher, Class, etc.). Students usually just confirm the info is correct and proceed.
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