Teacher Dashboard: Common Info

Question Making (QMK) - questions, votes, comments, and test sets

Core objectives

• Help students learn by authoring clear, answerable, appropriately difficult questions.
• Use peer votes and comments to identify strong questions and improve weaker ones.
• Let teachers monitor participation, give QMK bonuses, and save records by school year, class, topic, owner, date, and session.
• Turn student and teacher questions into a reusable Final Test Set.

Who uses which page

• Teacher: TDash_QMake251220.html - session control, monitoring, votes/comments, Final Test Set, summaries, notices, and student notes.
• Students write: QMake_sAction251003.html - question creation, class organization view, class plan, notices, and note to teacher.
• Students vote/comment: QMake_sVote251003.html - peer question voting, comments, previous vote/comment lookup, peer feedback, and note to teacher.

1) Open QMK from Class Selection Board

1. Open Class Selection Board after teacher login and choose the target class.
2. Use the Question Making row and choose the intended owner column: Individual, Pair, or Group.
3. Confirm TDash_QMake251220.html opens with School Yr, Subject, Teacher, Class, Date, Session, Owner, and Topics/Units context.
4. If the topic is missing or wrong, use the QMK Environment tab and Set Topics/Units to refresh or manage the topic list.

2) Prepare and start the teacher session

1. Confirm the top teacher-info row: School Yr, Subject, Teacher, Class, Date, Session, Owner, and Topics/Units.
2. Click Get Previous Session if you want to reuse recent session settings for the same teacher/class.
3. Click Save Session after the current session context is correct.
4. Click Start Session when students should begin. This opens the session state so students can submit or edit votes/comments.
5. Use Close Session to block further student vote/comment submission for the selected session. Use Close QMake when ending the QMK teacher dashboard state.
6. Use Bonus to give QMK bonus points for clearly observed support, initiative, participation, or inclusion.

3) Useful teacher dashboard tabs

• Checklist: Load or edit the teacher's QMK checklist for this School Yr + Teacher.
• Student List: Choose a Class Organization doc, click Refresh, and confirm student owner context.
• Attendance: Check present count and attendance timestamps for the selected class/date.
• Notices: Use Get Notices, Save Notice, and optional file attachment for class announcements.
• Environment: Confirm Owner and Topics/Units; use Set Topics/Units to manage topic choices.
• Contents (questions): Click Get Student Questions; filter by Topics/Units and Session.
• Teacher Questions: Use Get Previous Question Set, Load, Add Question, and Save New Question Set.
• T_Votes/Grading: Use Get Question Votes, Get Question Comments, and Apply Filters.
• Final Test Set: Load student or teacher questions, drag accepted questions into the test set, then use Get Previous Final Test Set or Save Final Test Set.
• Control/Monitor: Click Get Activity Summary, then Save Activity Statistics when the summary is ready. Export if needed.
• Student Notes: Use Get Student Notes, Save Memo, Get My Memo, and Export to CSV.

4) Student question-making flow

1. After login, students choose Question Making from the study activity menu.
2. On QMake_sAction251003.html, students confirm the read-only context: School Yr, Subject, Teacher, Class, Date, Owner, Topics/Units, Session, Student ID, and Name.
3. Use Student Class Organization -> Get Class Organization to see pair/group context if needed.
4. Open Question Input, click Add Question, write the question, hint, answer number, difficulty, and type. The max question count follows the teacher's system variable, with a default fallback.
5. Use Get My Questions to reload previous submissions for the same context. Click Submit to save the current questions.
6. Students may open Class Plan, Class Notices, or Note to Teacher for support and communication.
7. Click Move to Vote Questions when the teacher moves the class into the voting/commenting stage.

5) Student voting/commenting flow

1. On QMake_sVote251003.html, students confirm they are in the same Session and Topics/Units announced by the teacher.
2. Click Student Question Vote and Comment to load peer questions.
3. Assign points to each question and use the comment popup to write useful comments where appropriate.
4. Click Submit Question Vote/Comment. The latest vote/comment for the same student/question/session overwrites the previous one.
5. Use Get My Vote/Comment to recover a student's previous choices if they reopen the page.
6. Open Peer Vote/Comments and click Get Peer Vote/Comments to view feedback received on the student's own submitted questions.
7. Use Go Back to Question Making if the teacher asks students to revise or add questions.

6) Teacher review, grading, and Final Test Set

• During writing, use Contents (questions) -> Get Student Questions to inspect submitted questions.
• During or after voting, use T_Votes/Grading -> Get Question Votes and Get Question Comments. Match the same Topics/Units and Session filters used by students.
• Use Teacher Questions when you want to add teacher-made questions to the source pool.
• In Final Test Set, load Get Student Questions Selected and/or Get Teacher Made Questions, drag questions into the test table, confirm answers, remove weak items, and click Save Final Test Set.
• Use Get Previous Final Test Set to reload the latest saved test set for the same class/session.

7) Save QMK records for analytics and SPR

1. Open Control/Monitor after the activity and set Owner, Topics/Units, and Session filters as needed.
2. Click Get Activity Summary to render the class activity summary.
3. Click Save Activity Statistics so QMK activity data is available to reporting and later analysis.
4. Use Export to CSV when you need an offline record.
5. Later, use SPR/Perform Analysis workflows to include QMK in daily and all-activities summaries.

Typical 1-period flow

1. Teacher opens QMK from Class Selection Board, confirms Owner/Topics/Units/Session, saves the session, and clicks Start Session.
2. Students log in through studentLogin251003.html, open Question Making, and submit questions in QMake_sAction251003.html.
3. Teacher monitors Contents (questions) and clarifies question-quality expectations.
4. Students click Move to Vote Questions, load peer questions, vote/comment, and submit.
5. Teacher reviews votes/comments, builds or updates a Final Test Set, then saves activity statistics.
6. Teacher clicks Close Session when voting/commenting should stop.

What gets saved

• Session settings: saved from the teacher dashboard for the selected teacher/class/session context.
• Student questions: saved from QMake_sAction251003.html by student, class, topic, school year, and session.
• Votes/comments: saved from QMake_sVote251003.html; resubmission updates the student's latest vote/comment for that question/session.
• Teacher question sets: saved from the Teacher Questions tab.
• Final Test Set: saved from the Final Test Set tab with accepted questions and answer confirmation.
• Activity statistics: saved from Control/Monitor for reporting and SPR use.

Best practices

• Always announce the exact Owner, Topics/Units, and Session. Most missing-data issues come from mismatched context.
• Use Start Session and Close Session deliberately so students know when voting/commenting is open.
• Ask students to write answerable questions with a clear correct answer, useful hint, appropriate difficulty, and valid answer number.
• Use comments for improvement, not popularity. Strong comments explain why a question is clear, confusing, too easy, too hard, or worth using.
• Save activity statistics before leaving the QMK workflow.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Students cannot submit votes/comments": confirm the QMK session is started and not closed; then reload the student page.
• "Student questions do not appear": check School Yr, Class, Topics/Units, Session, and Owner. Then use Contents (questions) -> Get Student Questions.
• "Votes for s02 are missing": in T_Votes/Grading, set Session to s02 or All Sessions and click Apply Filters, then fetch votes/comments again.
• "Class organization is missing on student pages": verify a current ORG snapshot exists, then use Student List in the teacher dashboard and Get Class Organization on the student page.
• "Final Test Set is empty": load source questions first with Get Student Questions Selected or Get Teacher Made Questions, then drag questions into the Final Test Set table.

Teacher checklist

• Open QMK from Class Selection Board for the intended class, owner, and school year.
• Confirm Topics/Units and Session, then click Save Session and Start Session.
• Students submit questions in QMake_sAction251003.html and vote/comment in QMake_sVote251003.html.
• Monitor Contents (questions), T_Votes/Grading, and Control/Monitor.
• Build/save a Final Test Set if needed, save activity statistics, then close the session.

Answer Hitting (ANS) - rounds, answers, distributions, and MVA

Core objectives

• Use a curated Final Test Set for fast, focused answer practice.
• Make class misconceptions visible through round-by-round answer distributions.
• Support one-by-one discussion or all-at-once quick checking.
• Record participation, answer accuracy, MVA/correct answers, and bonus points for later analysis.

Who uses which page

• Teacher: TDash_AnsHit251205.html - context setup, Final Test Set loading, round controls, MVA, activity summary, notices, and student notes.
• Students: AnsHit_sAction251205.html - answer submission, live round status, answer distributions, and personal answer record.

1) Open ANS from Class Selection Board

1. Open Class Selection Board after teacher login and choose the target class.
2. Use the Answer Hitting row and choose the intended owner column: Individual, Pair, or Group.
3. Confirm TDash_AnsHit251205.html opens with School Yr, Subject, Teacher, Class, Date, Session, Owner, and Topics/Units context.
4. ANS usually depends on a previously saved QMK Final Test Set, so confirm the QMK test set exists before starting rounds.

2) Prepare the ANS environment

1. Confirm the top teacher-info row: School Yr, Subject, Teacher, Class, Date, and Session.
2. Open Environment and confirm Owner, Topics/Units, Select Test Set, Hitting Mode, and Answering Rounds.
3. Use Set Topics/Units if the topic list needs refresh or management.
4. Choose All at once for a quick whole-set check, or One by one when you want discussion after each question.
5. Choose the number of answering rounds. Multiple rounds support misconception discussion and answer revision.

3) Useful teacher dashboard tabs

• Checklist: Load or edit the ANS checklist for this School Yr + Teacher.
• Student List: Choose or confirm the Class Organization snapshot used for student owner context.
• Attendance: Check present count and timestamps for the selected class/date.
• Environment: Select owner, topic, Final Test Set, hitting mode, and answering rounds.
• Contents (questions): Click Get Final Test Set and confirm the questions students will answer.
• T_Votes/Grading: Select the MVA session, click Get Most Voted Answers (MVA), then Save MVAs.
• Control/Monitor: Use Owner/Topics/Units/Session filters, click Get Activity Summary, then Save Activity Statistics.
• Notices: Use Get Notices and Save Notice for class instructions or follow-up.
• Student Notes: Use Get Student Notes, Save Memo, Get My Memo, and Export to CSV.

4) Run answer rounds

1. Open Contents (questions) and click Get Final Test Set. Confirm the loaded questions and answer choices are the intended set.
2. Click Round Start. The teacher dashboard marks the round active and the student page displays the current question(s).
3. Students submit answers once per active round. In one-by-one mode, the current question advances through the test set; in all-at-once mode, students answer the set in one round view.
4. Click Round Stop to close submissions for that round and make the answer distribution available.
5. Use Reopen Round only when you intentionally want to collect late submissions without advancing.
6. Use Reset only when you need a fresh start at Round 0 for the session.
7. Use Bonus when a student deserves documented ANS bonus points for support, initiative, participation, or inclusion.

5) Student answer flow

1. After login, students choose Answer Hitting from the study activity menu.
2. On AnsHit_sAction251205.html, students confirm the read-only context: School Yr, Subject, Teacher, Class, Date, Session, Owner, and Topics/Units.
3. Students enter or confirm Student ID and Name. The page validates the student against the roster when possible.
4. When the round status becomes Active, students type answer(s) and click Submit Answer(s).
5. After the teacher stops the round, students review the Answer Distribution chart or grid.
6. Students click Show My Answers to review their submitted answer record.

6) MVA, correct answers, and summaries

• Open T_Votes/Grading, choose the session filter if needed, and click Get Most Voted Answers (MVA).
• Review the MVA table. Click Save MVAs to store the canonical MVA/correct-answer data for grading and later summary use.
• Open Control/Monitor, set Owner/Topics/Units/Session filters, and click Get Activity Summary.
• Click Save Activity Statistics. The dashboard saves the ANS activity summary variants needed for reporting.
• Use Export to CSV or Student Notes export when you need an offline record.

Typical 1-period flow

1. Teacher opens ANS from Class Selection Board and confirms context.
2. Teacher selects the Final Test Set, hitting mode, and number of rounds in Environment.
3. Teacher loads the test set in Contents (questions) and announces Session and expectations.
4. Students log in and open AnsHit_sAction251205.html.
5. Teacher clicks Round Start; students submit; teacher clicks Round Stop; everyone reviews the distribution.
6. Repeat rounds or questions as needed, then save MVA and activity statistics.

What gets saved

• Session settings: saved round state, test set, class context, owner, topic, hitting mode, and round information.
• Answer submissions: saved by class/session/student/owner/round/date and used for distributions, MVA, and summaries.
• MVA/correct answers: saved from T_Votes/Grading after teacher review.
• Bonus points: saved when the teacher uses the ANS Bonus popup.
• Activity statistics: saved from Control/Monitor for later reporting and SPR workflows.

Best practices

• Confirm every student is in the same class, session, topic, and owner context before starting Round 1.
• Use one-by-one mode for explanation and misconception discussion; use all-at-once mode for fast checks.
• Stop each round clearly before discussing distributions so students do not keep submitting during explanation.
• Use Reopen Round sparingly and announce it clearly to avoid confusing the round record.
• Save MVAs and activity statistics before leaving the ANS workflow.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Students do not see questions": confirm a Final Test Set is selected, Get Final Test Set loads questions, and Round Start has been clicked.
• "Submit Answer(s) is disabled": the round is not active, Student ID/Name is missing or invalid, the session is from a past semester, or the student already submitted that round.
• "Distribution does not appear": click Round Stop and confirm at least one valid submission exists for the active session/round.
• "MVA table is empty": use Get Most Voted Answers (MVA) after submissions exist and confirm the MVA session filter.
• "ANS is missing from reports": use Control/Monitor -> Get Activity Summary -> Save Activity Statistics for the correct date/context.

Teacher checklist

• Open ANS from Class Selection Board for the intended class, owner, and school year.
• Confirm the Final Test Set, Topics/Units, Session, hitting mode, and answering rounds.
• Click Get Final Test Set before Round Start and verify the questions.
• Run each round with Round Start, Round Stop, and optional Reopen Round.
• Students submit in AnsHit_sAction251205.html and review distributions/My Answers.
• Save MVAs and activity statistics before closing the ANS workflow.

Essay Writing (ESS) - writing rounds, peer evaluation, comments, and statistics

Core objectives

• Improve answers through repeated writing, review, revision, and feedback.
• Make peer evaluation concrete through simple votes, complex rubric votes, comments, and best-comment selection.
• Support text essays and gallery-style answer-sheet uploads when the teacher chooses Gallery format.
• Capture submissions, votes, comments, best-comment votes, teacher grades, bonus points, attendance, and activity statistics.

Who uses which page

• Teacher: TDash_Essay251231.html - settings, essay assignment, round control, late access, bonus, submissions, comments, teacher grading, statistics, notices, and student notes.
• Students: Essay_sAction250905.html - answer submission, peer evaluation, comment feedback, received vote/comment review, notes to teacher, notices, class plan, and class organization.

1) Open ESS from Class Selection Board

1. Open Class Selection Board after teacher login and choose the target class.
2. Use the Essay Writing row and choose the intended owner column: Individual, Pair, Group, or Team.
3. Confirm TDash_Essay251231.html opens with School Yr, Subject, Teacher, Class, Date, Session, Owner, Topics/Units, and Essay Title context.
4. Students normally enter through studentLogin251003.html with the current semester's Class Login Code before opening ESS.

2) Prepare the ESS environment

1. Confirm the teacher-info row: School Yr, Subject, Teacher, Class, Date, and Session.
2. Open Environment and set Owner and Topics/Units. Use Set Topics/Units when the topic list needs management or refresh.
3. Click Essay Title/Assignment, enter the title and optional detailed assignment, choose Text or Gallery answer format, then click Upload.
4. Turn on Use Math Rubric Maker only when the activity needs the math rubric maker; use Show Rubric Makers to preview rubric rows.
5. Use Get Previous Settings when reusing a prior class/session setup.
6. Use Late Access Student, Late Access Phase, Apply Late Access, and Clear Late Access when a specific student needs temporary access to a past phase.

3) Run ESS activity phases

1. Use Round Start and Round Stop to move the class through ESS phases. Reset returns the round pointer to a selectable starting state.
2. Writing_R1: students write the first answer and click Submit Answer.
3. Inter_R1_Revise / Writing_R2: students can load their previous answer with Get My Round 2 Essay, revise, and submit Round 2.
4. Inter_R2_Vote: students open Peer Evaluation, click Get Essays/Answers for Round 2, read assigned peer answers, choose a Simple Vote, and click Submit.
5. Writing_R3: students revise again and submit Round 3.
6. Inter_R3_Vote: students review Round 3 answers, use Complex Vote for rubric scoring, and use Comment to write feedback.
7. Inter_R3_ComVote: students use Comment Feedback to select and save the best comments.

4) Student page workflow

1. Students confirm read-only context: School Yr, Subject, Teacher, Class, Date, Owner, Topics/Units, Session, and Activity Mode.
2. In Essay Input, students read the Essay Title/Assignment. They type in Essay/Answer or upload gallery images if the teacher selected Gallery format.
3. Students click Submit Answer. During revision phases, they can use Get My Round 2 Essay or Get My Round 3 Essay to reload their previous answer before revising.
4. In Peer Evaluation, students use Round 1/2/3 Get Essays/Answers buttons to view peer answers. Round 2 supports simple voting; Round 3 supports complex voting and comments.
5. In Peer Vote/Comments, students review received rounds, total points, average points, and comments.
6. Students can also use Note to Teacher, Class Notices, Class Plan, and Class Organization without leaving the ESS page.

5) Comment feedback flow

1. During Inter_R3_Vote, students open a Round 3 peer answer and click Comment. They write feedback in the popup and save it.
2. During Inter_R3_ComVote, students open Peer Evaluation and find Comment Feedback.
3. They click Get Comments for Feedback, read the comment list, and select the best comments by clicking them.
4. They click Save Selection. The saved best-comment votes become part of ESS participation and statistics.
5. On the teacher dashboard, open Comments, choose Topics/Units and Session, then click Get Submitted Comments to review comments and best-comment scores.
6. Use the teacher comments table to check for inappropriate comments. Marking poor comments helps keep feedback accountable.

6) Useful teacher dashboard tabs

• Checklist: Load/edit ESS checklist items for this School Yr + Teacher.
• Student List: Select or refresh the Class Organization document used for owner context.
• Attendance: View present count and attendance timestamps from submissions/manual records.
• Notices: Click Get Notices and Save Notice for class instructions or follow-up files.
• Environment: Set Owner, Topics/Units, Essay Title/Assignment, answer format, and rubric maker options.
• Contents (Essays): Use Get Submitted Essays/Answers to inspect all submissions, or Load Evolution to see one student's revision path.
• Comments: Use Get Submitted Comments to review Round 3 comments, best-comment scores, and inappropriate comments.
• T_Votes(Simple): Use Get Essays for Grading for Round 2 simple-vote grading.
• T_Votes(Complex): Use Get Essays for Grading, Calculate Complex Vote Scores, and Save Complex Vote Scores for Round 3 rubric grading.
• Control/Monitor: Click Get Activity Summary, review Activity 1 and Activity 2, export CSV if needed, then click Save Statistics.
• Student Notes: Use Get Student Notes, Save Memo, Get My Memo, and Export to CSV.

7) Voting and copying penalty explanation

• votingPenaltyType1: simple-vote repetition penalty. If a student repeatedly gives the same Round 2 simple score in a row beyond the configured #VotePenalty1 threshold, each threshold-sized run adds penalty points.
• votingPenaltyType2: complex-vote repetition penalty. If a student repeatedly uses the same Round 3 rubric-score popup pattern beyond the configured #VotePenalty2 threshold, each threshold-sized run adds penalty points.
• votingPenaltyType3: team bias penalty. After Round 3, if a team-mode evaluator gives the evaluator's own team very high complex scores while giving an opposite team very low complex scores, a bias penalty is applied.
• votingPenaltyTotal: the total of voting penalty types 1, 2, and 3.
• commentPenalty: penalty from comments marked as inappropriate or poor-quality in the teacher comments review.
• relativeCopyingPenalty: peer-copying penalty based on Round 3 text similarity between students. A high similarity rate above 70% can trigger a penalty, and similarity above 90% triggers a larger penalty.
• absoluteCopyingPenalty: self-copying / low-revision penalty based on how similar a student's Round 3 answer is to that student's own earlier draft, plus web-copying signals. Exact resubmission receives the strongest penalty.
• copyingPenaltyTotal: relative copying penalty plus absolute copying penalty.
• penaltyTotal: copying penalties plus voting penalties plus comment penalty. This is the full penalty used when computing the final grader total.
• Math Rubric Maker note: when Use Math Rubric Maker is selected, copying penalties are skipped because formula-style or answer-sheet responses can look similar for legitimate reasons.

What gets saved

• Essay settings: owner, topic, session, essay title, assignment, answer format, rubric options, and activity state.
• Essays/answers: Round 1/2/3 submissions, including text answers or uploaded gallery answer sheets.
• Peer votes: Round 2 simple votes and Round 3 complex rubric votes.
• Comments: Round 3 comments, inappropriate-comment flags, and best-comment selections.
• Teacher grading: teacher simple/complex grade records and rubric-calculated scores.
• Penalty fields: votingPenaltyType1/2/3, votingPenaltyTotal, commentPenalty, relativeCopyingPenalty, absoluteCopyingPenalty, copyingPenaltyTotal, and penaltyTotal.
• Bonus points: saved from Give ESS Bonus.
• Statistics: ESS activity statistics saved from Control/Monitor for reporting and SPR workflows.

Best practices

• Announce the active phase before pressing Round Start; many student buttons intentionally appear only during the matching phase.
• Keep Round 1 focused on first attempt, Round 2 on revision plus simple peer vote, and Round 3 on final revision plus complex vote/comment.
• Model one useful comment before Round 3. Good comment feedback should name a concrete strength, a concrete problem, and a useful next step.
• Use Comment Feedback after students have written enough comments; otherwise best-comment voting has too little data.
• Use Gallery format only when students need to submit handwritten work, diagrams, graphs, or math answer sheets.
• Before peer voting, explain that repeated identical scores, obvious team favoritism, inappropriate comments, and copied/unchanged Round 3 answers can create penalties.
• Save statistics before ending the ESS workflow so later reports use the current data.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Submit Answer is blocked": confirm Activity Mode, current round, Student ID/Name, Essay Title/Assignment, Owner, Topics/Units, Session, and semester validity.
• "Round 2 or Round 3 revision button is missing": the page only shows Get My Round 2 Essay or Get My Round 3 Essay during the matching writing/revision phase.
• "No peer essays appear": confirm students submitted in the same class, topic, session, owner, round, and school year; then click Get Essays/Answers again.
• "Comment Feedback is empty": students must first write comments during Round 3 peer evaluation, then reload Get Comments for Feedback.
• "Best-comment selection will not save": confirm the class is in Inter_R3_ComVote or the student has an active late-access override for that phase.
• "ESS is missing from reports": open Control/Monitor, click Get Activity Summary, then Save Statistics for the correct context.

Typical 1-2 period flow

1. Teacher opens ESS from Class Selection Board, sets Owner/Topics/Units, uploads the Essay Title/Assignment, and chooses Text or Gallery.
2. Round 1: students submit first answers.
3. Round 2: students revise and peer-review with simple votes.
4. Round 3: students revise again, use complex rubric voting, and write comments.
5. Comment Feedback: students select best comments and save selections.
6. Teacher reviews submissions, comments, teacher votes/grades, student notes, and activity summaries.
7. Teacher clicks Save Statistics before leaving the workflow.

Teacher checklist

• Open ESS from Class Selection Board for the intended class, owner, and school year.
• Set Session, Topics/Units, Essay Title/Assignment, answer format, and rubric maker option.
• Use Round Start/Round Stop to move through writing, simple vote, complex vote/comment, and best-comment phases.
• Remind students to use Comment during Round 3 and Comment Feedback for best-comment selection.
• Review Comments for submitted comments and inappropriate-comment checks.
• Review T_Votes(Simple), T_Votes(Complex), Control/Monitor, and Student Notes.
• Save statistics and export CSV when an offline record is needed.

Project Mounting (PRO) - project setup, staged work, peer evaluation, and statistics

Core objectives

• Guide long-form inquiry and creation across stages.
• Make collaboration measurable through Job Distribution, Leader/DW/SubDW, role descriptions, equity percentages, and final role updates.
• Improve project quality through staged submission: Project Info, PRAT, Project Plan, Presentation, peer evaluation, self evaluation, and teacher evaluation.
• Reward useful comments and discourage careless voting through comment votes and voting penalties.
• Save Group/Team and Individual activity summaries for reporting and SPR workflows.

Who uses which page

• Teacher: TDash_Project251207.html - settings, rubrics, role tables, teacher votes, comments, control/monitor, activity summaries, bonus, notices, and student notes.
• Students - work submission: Project_sAction250827.html - class organization, project input, PRAT, plan, presentation, class plan, notices, note to teacher, and vote-page navigation.
• Students - evaluation: Project_sVote250827.html - plan/mid/final peer evaluation, self evaluation, comment vote, class notices, and note to teacher.

1) Open PRO from Class Selection Board

1. Open Class Selection Board after teacher login and choose the target class.
2. Use the Project Mounting row and choose Group or Team. Current PRO setup uses Group/Team project ownership.
3. Confirm TDash_Project251207.html opens with School Yr, Subject, Teacher, Class, Date, Owner, Topics/Units, and last-day fields.
4. Students normally enter through studentLogin251003.html with the current semester's Class Login Code before opening PRO.

2) Prepare the PRO teacher environment

1. Confirm the teacher-info row: School Yr, Subject, Teacher, Class, and Date.
2. Use Save Settings after confirming Owner, Topics/Units, and project last-day values.
3. Click Start Project to publish the current project settings to students.
4. Use Get Previous Project Settings when reusing an existing project setup.
5. Open Environment to choose Owner, Topics/Units, Class Org. Doc, and the last days for PRAT, Plan, and Presentation.
6. Use Set Topics/Units to manage or refresh topic/unit choices.
7. Use DW/SubDW Appoint, Get DW/SubDW, and Save DW/SubDW Settings so each group/team has an authorized writer for project records.
8. Use Bonus when a student deserves documented PRO bonus points.

3) Student project-input workflow

1. Students open Project_sAction250827.html and confirm School Yr, Subject, Teacher, Class, Date, Owner, Topics/Units, Last Day (PRAT), Last Day (Plan), Last Day (Presentation), Student ID, and Student Name.
2. In Class Organization, students can click Get Class Organization to confirm group/team membership.
3. In Project Input -> Project Info, students select Group/Team Name, enter Project Title, objectives/goals, task questions, and the Job Distribution table, then click Submit Project Info.
4. Only the DW or active SubDW can edit the Job Distribution table. The table records Student ID, Student Name, Job Description, Equity(%), and L/DW/Other.
5. In PRAT, students can click Get Existing PRAT, then submit Multiple Choice Question 1/2 and AI Generated Q&A 1/2.
6. In Project Plan, students can click Get the latest Plan, fill the Timeline, Site Address, attach a plan file, and click Submit Plan.
7. In Presentation, students can click Get the latest Presentation, update the Final Job Distribution, document Relation with AI, add summary, attach a presentation file, and click Submit Presentation.
8. Students use Class Plan, Class Notices, and Note to Teacher without leaving the PRO action page.
9. Students click Go to Vote to open Project_sVote250827.html for peer/self/comment evaluation.

4) Student peer/self/comment evaluation workflow

1. In Peer Evaluation, students read the built-in Note on the 'Voting Penalty' before scoring.
2. Plan Evaluation: choose Group/Team, click Get Plan Data, review job distribution/timeline/plan materials, then click Submit Plan Evaluation.
3. Mid Term Evaluation: choose Group/Team, click Get Mid Term Data, review mid-stage work and timeline, then click Submit Mid Term Evaluation.
4. Final Evaluation: choose Group/Team, click Get Final Data, compare initial/final job distribution, review the final timeline and rubric table, then click Submit Final Evaluation.
5. In Self Evaluation, students click Get Self Data, complete the self-evaluation table, and click Submit Self Evaluation.
6. In Comment Vote, students use Vote on Mid Term Comment or Vote on Final Comment, click Get Mid Term Comment or Get Final Comment, select useful comments, and submit the comment vote.
7. Students can also use Class Notices, Class Organization, and Note to Teacher on the vote page.

5) Useful teacher dashboard tabs

• Checklist: load/edit PRO checklist items for this School Yr + Teacher.
• Attendance: review present count and timestamps from project actions/evaluations.
• Notices: click Get Notices and Save Notice for deadlines, rubric focus, DW/SubDW rules, and comment expectations.
• Environment: set Owner, Topics/Units, Class Org. Doc, PRAT/Plan/Presentation last days, and DW/SubDW settings.
• Rubrics: edit Plan Rubric, Midterm Rubric, Final Presentation Rubric, and Self Rubric, then click Send Rubrics to Students.
• Role Tables: compare Initial Job Distribution and Final Job Distribution for free-riding, changed roles, and equity disputes.
• Self Eval: click Get Self Evaluation, review self-evaluation comments, save teacher notes, or export CSV.
• T_Votes: use Plan, Mid Term, and Final subtabs. Click Get Plan Data, Get Mid Term Data, or Get Final Data, then submit teacher evaluations.
• Comments: choose Topics/Units, click Get Submitted Comments, review best-comment counts, and check inappropriate comments.
• Control/Monitor (Group/Team): click Get Group/Team Activity Summary, then Save Group/Team Activity or Export to CSV.
• Control/Monitor (Indiv.): click Get Individual Activity Summary, review Individual Activity1 and Individual Activity2, then Save Individual Activity or Export to CSV.
• Student Notes: use Get Notes, Save Memo, Get My Memo, and Export to CSV.

6) Voting penalty explanation

• v_Penalty1: consecutive same-score-pattern penalty. It applies in Plan, Mid Term, and Final Evaluation when a student repeats the same score pattern across consecutive groups/teams. Consecutive repetition accumulates; non-consecutive repetition does not trigger this type.
• v_Penalty2: reused rubric-pattern penalty. It applies in Plan, Mid Term, and Final Evaluation when a student reuses the same rubric-score pattern for three or more groups/teams. Two groups with the same pattern are tolerated; three or more triggers penalty points.
• v_Penalty3: own-group favoritism penalty. It applies when the student's own group/team average Actual Score Total is above 90% of pmMXPCE while all other group/team averages are below 50% of pmMXPCE.
• # Com Penalty: counts comments marked as inappropriate or poor-quality by the teacher in the Comments tab.
• Teachers should explain these rules before peer evaluation so students understand that fair scoring and specific comments are part of the project task.

What gets saved

• Project settings: owner, topics/units, selected class organization, last-day fields, and published settings for students.
• DW/SubDW records: group/team DW, SubDW, and SubDW status.
• Project Info and PRAT: title, objectives/goals, task questions, job distribution, MCQs, and AI-generated Q&As.
• Project Plan: timeline, site address, plan file, and related plan metadata.
• Presentation: final job distribution, relation with AI, summary, presentation file, and final metadata.
• Peer/self/teacher evaluations: Plan, Mid Term, Final, and Self Evaluation records.
• Comments and comment votes: submitted comments, best-comment selections, and inappropriate-comment flags.
• Penalty fields: v_Penalty1/2/3, comment penalty counts, and related summary values.
• Activity summaries: Group/Team and Individual activity summaries saved for reporting and SPR workflows.
• Bonus points and student notes: saved from Bonus and Student Notes tools.

Best practices

• Start with Group/Team membership and DW/SubDW clarity. Most project confusion comes from unclear submitter authority.
• Require a realistic Job Distribution table before PRAT and plan work begins; compare it with the final table later.
• Use PRAT to make students generate testable project questions before they over-focus on slides.
• Use the Plan stage to force timeline and responsibility clarity, not just a file upload.
• Use Mid Term Evaluation as a genuine checkpoint; require visible progress, working links, or draft artifacts.
• Ask students to explain AI use honestly in the Presentation tab.
• Warn students that repeated scoring patterns, own-group favoritism, and inappropriate comments can create penalties.
• Save both Group/Team and Individual activity summaries before leaving the PRO workflow.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Students do not see project settings": teacher should click Save Settings and Start Project after confirming Owner/Topics/Units/Class Org. Doc.
• "Group/Team Name is missing": confirm the Class Organization document and click Get Class Organization on the student page.
• "Job Distribution cannot be edited": confirm the student is the DW or active SubDW; otherwise appoint SubDW in teacher Environment.
• "Plan/Mid/Final evaluation data is empty": confirm class, owner, topics/units, group/team, semester, and stage submission; then click the matching Get button again.
• "Comment Vote is empty": students must submit evaluation comments first; then reload Mid Term or Final comments.
• "Voting penalty looks high": inspect repeated score patterns, own-group favoritism, and marked inappropriate comments.
• "PRO is missing from reports": open Control/Monitor tabs, get the relevant summaries, and save Group/Team and Individual activity summaries for the correct context.

Typical PRO flow

1. Teacher opens PRO from Class Selection Board, confirms Group/Team owner, chooses Topics/Units and Class Org. Doc, sets last days, saves settings, and starts the project.
2. Students confirm class organization, complete Project Info, and submit Job Distribution.
3. Students submit PRAT questions, then Project Plan timeline/site/file.
4. Students submit Presentation data with final job distribution, AI-use explanation, summary, and file.
5. Students use Go to Vote for Plan, Mid Term, Final, Self Evaluation, and Comment Vote.
6. Teacher reviews Role Tables, Self Eval, T_Votes, Comments, Control/Monitor tables, and Student Notes.
7. Teacher saves Group/Team and Individual activity summaries and exports CSV when needed.

Teacher checklist

• Open PRO from Class Selection Board for the intended class, school year, owner, and topic.
• Confirm Class Org. Doc, last-day fields, DW/SubDW settings, and rubrics before students begin.
• Click Save Settings and Start Project so students receive the current project context.
• Require Project Info and Job Distribution before PRAT/Plan work becomes serious.
• Use Mid Term Evaluation to check real progress, not only final presentation polish.
• Review comments and voting penalties before finalizing scores.
• Save Group/Team and Individual activity summaries before closing the project workflow.

Presentation (PRE) - joint, individual, comments, and voting penalties

Core objectives

• Develop structured presentation, speaking, visual communication, and Q&A skills.
• Make peer evaluation concrete through simple scores, rubric scores, comments, and comment selection.
• Support both whole-group presentations and staged individual presentations within realistic class time.
• Track submissions, peer evaluations, teacher evaluations, comments, best-comment selections, member roles, bonus points, and penalties.

Notable PRE features in socraClass

• Joint Present: group/pair/team members present together. Students evaluate other groups only; they cannot evaluate their own group.
• Individual Present: students move through WarmingUp, IntraGroup Present, and Final Presentation. IntraGroup scores identify representers for the final presentation.
• Representer model: each group can publish a representer for final presentation. The representer's final score can be shared back to the group members.
• Designated Writer (DW): for joint presentations, teachers assign or save DWs so group presentation materials have a clear submitter.
• Comment evaluation: students select useful comments in Joint Comment Evaluation or Individual Comment Evaluation, and teachers can review comment quality.

Who uses which page

• Teacher: TDash_Present251229.html - session control, settings, DWs, rubrics, submissions, teacher voting, comments, monitor tables, statistics, roles, notices, and student notes.
• Students: Present_sAction250907.html - joint/individual presentation submission, peer evaluation, comment evaluation, notes to teacher, notices, class plan, and class organization.

1) Open PRE from Class Selection Board

1. Open Class Selection Board after teacher login and choose the target class.
2. Use the Presentation row and choose the intended owner column.
3. Confirm TDash_Present251229.html opens with School Yr, Subject, Teacher, Class, Date, Session, Owner, Topics/Units, and Present Mode context.
4. Students normally enter through studentLogin251003.html with the current semester's Class Login Code before opening PRE.

2) Prepare the PRE teacher session

1. Confirm School Yr, Subject, Teacher, Class, Date, and Session.
2. Confirm readonly Owner, Topics/Units, and Present Mode.
3. Click Save Settings after confirming Owner/Topics/Session/Mode. Use Get Previous Settings when reusing a prior setup.
4. Use Session Start to open the student PRE workflow and Session Stop to close the session.
5. Use Bonus when a student deserves documented PRE bonus points.
6. For Joint Present, use Environment to confirm Present Mode, assign DWs, click Reload Group DWs, and Save Presentation DWs.
7. Use Rubrics to prepare the Final Presentation Evaluation criteria and click Send to Students when students need the rubric.

3) Student submission workflow

1. Students confirm School Yr, Subject, Teacher, Class, Date, Session, Owner, Topics/Units, Student ID, Name, and Present Mode.
2. Present Input (Joint): DW or permitted group member enters Presentation Title, confirms Group Name/Members, saves Member Role Table, uploads a file if needed, and clicks Submit Joint Presentation.
3. Present Input (Individual) - WarmingUp: students enter title, pair partner ID/name, notes/link, optional file, and click Submit Warming Up. The page warns students to upload the partner's presentation file, not their own self-presentation file.
4. IntraGroup Present: students enter title, group info, notes/link, optional file, then click Submit Group Presentation.
5. Final Presentation: published representers enter title, group info, representer ID/name, notes/link, optional file, then click Submit Final Presentation.
6. Get Previous Input buttons help students reload earlier inputs for Joint, WarmingUp, IntraGroup, or Final submissions.

4) Student peer evaluation workflow

1. Peer Evaluation (Joint): click Get Joint Presentation, choose a group, score presenting members, write a comment, and click Submit Joint Evaluation. Students cannot evaluate their own group.
2. Joint Comment Evaluation: click Get Joint Comment, select up to five useful comments, and click Submit Comment Selection.
3. WarmingUp Evaluation: click Get WarmingUp Presentation and Confirm the partner's WarmingUp work.
4. IntraGroup Evaluation: click Get IntraGroup Presentation, review group members' presentations, score group members, and click Submit IntraGroup Evaluation.
5. Final Evaluation: click Get Final Presentation, choose a group, score with the rubric, write a comment, and click Submit Final Evaluation.
6. Comment Evaluation: click Get Comment, select up to five useful final-presentation comments, and click Submit Comment Selection.

5) Useful teacher dashboard tabs

• Checklist: load/edit PRE checklist items for this School Yr + Teacher.
• Student List: confirm the Class Organization document used for roster, groups, and teams.
• Attendance: review present count and timestamps.
• Notices: click Get Notices and Save Notice for agenda, timing, rubric focus, and comment expectations.
• Environment: select Present Mode, confirm owner/topic, save settings, and manage DWs.
• Contents (Presentation): use filters and Get Presentations to inspect Joint, Warming Up, IntraGroup, and Final submissions.
• Rubrics: edit Final Presentation Evaluation criteria and send them to students.
• T_Votes: use Joint, IntraGroup, Final, and Comment evaluation subtabs for teacher-side scoring and comment selection.
• Comments: click Get Submitted Comments and review inappropriate comments or best-comment counts.
• Control/Monitor (Joint): save/get joint tables and export CSV for group/team presentation monitoring.
• Control/Monitor (Individual): save/get individual tables and export CSV for WarmingUp, IntraGroup, and Final monitoring.
• Present Statistics: click Get Statistics Table, check Table1/Table2, review penalties, then click Save Statistics.
• Member Roles: click Get Member Roles to inspect student role/responsibility records.
• Student Notes: use Get Student Notes, Save Memo, Get My Memo, and Export to CSV.

6) Voting penalty explanation

• # Com Penalty: counts comments marked as inappropriate or poor-quality in the teacher comments review. These appear in monitor/statistics tables.
• v_Penalty1: currently not used. The older comment-vote type 1 penalty has been removed.
• v_Penalty2: rubric-score pattern penalty. It applies when a student gives the same rubric-score pattern to multiple groups in Joint Presentation voting or to multiple students in Final Evaluation for Individual Present. The first two repeated patterns are tolerated; penalties begin from the third repeated pattern hit.
• v_Penalty3: final-vote blind-bias penalty. It applies when a student gives the student's own group a very high final score while giving another group a very low final score in Final voting. Each biased own-vs-other hit adds the Presentation IMP penalty points.
• Voting Penalty (2): joint monitor wording for the repeated-pattern penalty; in Present Statistics this is represented as v_Penalty2.

What gets saved

• Presentation settings: owner, topics, session, present mode, DW settings, and saved previous settings.
• Submissions: Joint presentations, WarmingUp submissions, IntraGroup submissions, and Final Presentation submissions with notes/links/files.
• Member roles: role and responsibility records for joint/group work.
• Peer evaluations: Joint scores/comments, IntraGroup scores, Final rubric scores/comments, and comment selections.
• Teacher evaluations: teacher-side Joint, IntraGroup, Final, and Comment evaluation records.
• Penalties and comment checks: # Com Penalty, v_Penalty1, v_Penalty2, and v_Penalty3 fields used in monitor/statistics tables.
• Statistics: saved PRE statistics for later reporting and SPR workflows.
• Bonus points and student notes: saved when the teacher uses Bonus or Student Notes tools.

Best practices

• Choose Joint Present when group panel presentation, Q&A, and shared roles are central.
• Choose Individual Present when every student needs a presentation pathway but class time is limited; use WarmingUp -> IntraGroup -> Final representer flow.
• Send or review the rubric before final evaluation. Students score more consistently when the criteria are visible first.
• Require comments to include one strength and one concrete improvement suggestion.
• Explain that repeated identical score patterns and obvious own-group favoritism can trigger voting penalties.
• Save statistics before leaving the PRE workflow so later reports use the current data.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Wrong peer-evaluation tab is disabled": confirm Owner and Present Mode. Joint peer evaluation is blocked for Individual owner; Individual peer evaluation is blocked for Group/Joint context.
• "Joint submission is blocked": confirm the student is the DW or otherwise permitted submitter, then reload group data from Class Organization.
• "No presentations appear": confirm School Yr, Class, Topic/Unit, Session, Present Mode, and submission stage; then use the correct Get Presentations or student-side Get button.
• "Final representers are missing": teacher should use the T_Votes/Individual tools and Compute Final Representers before final-presenter submission/evaluation.
• "Comment selection is empty": comments must be submitted first through Joint or Final evaluation; then reload Get Joint Comment or Get Comment.
• "Voting penalty looks high": inspect repeated score patterns, own-group favoritism, and marked inappropriate comments in Comments/Present Statistics.
• "PRE is missing from reports": open Present Statistics, click Get Statistics Table, then Save Statistics for the correct context.

Typical PRE flows

Joint Present

1. Teacher opens PRE from Class Selection Board, confirms Joint Present mode, saves settings, assigns DWs, and starts the session.
2. DW submits the joint presentation and member role table from Present_sAction250907.html.
3. Students use Peer Evaluation (Joint) to evaluate other groups and submit comments.
4. Students use Joint Comment Evaluation to select useful comments.
5. Teacher reviews T_Votes, Comments, Control/Monitor (Joint), Present Statistics, and saves statistics.

Individual Present

1. Teacher opens PRE, confirms Individual Present mode, sends final rubric if needed, and starts the session.
2. Students submit WarmingUp, then evaluate/confirm partner work.
3. Students submit IntraGroup presentations and evaluate group members.
4. Teacher computes final representers; representers submit final presentations.
5. Students evaluate final presentations, write comments, and complete Comment Evaluation.
6. Teacher checks T_Votes, Comments, Control/Monitor (Individual), Present Statistics, and saves statistics.

Teacher checklist

• Rename and explain the module as Presentation (PRE) in class materials.
• Open PRE from Class Selection Board and verify class, owner, topic, session, and Present Mode.
• Save settings, assign DWs for Joint Present, and send rubrics for Final Presentation when needed.
• Use Session Start/Stop to control student access.
• Remind students that own-group evaluation is blocked and biased/repeated voting can trigger penalties.
• Review Comments, Control/Monitor, Present Statistics, Member Roles, and Student Notes.
• Click Save Statistics and export CSV when an offline record is needed.

Debate (DEB) - group/team order, inputs, voting, grading, and statistics

Core objectives

• Practice argumentation, evidence, and rebuttal skills.
• Make debate roles explicit through Proposing Group, Attacking Group, Referee Group, sequential team order, and representative team order.
• Use student-written debate inputs to prepare propositions, expected criticisms, questions, answers, and supporting files before voting.
• Evaluate fairly with group/team rubrics, teacher grading, peer voting, voting-penalty checks, and scoring-behavior review.
• Track debate participation, vote participation, scores given, scores received, member roles, notes, bonuses, and saved debate statistics.

Notable DEB features in socraClass

• Group Debate: teacher sets a Group Debate Order by round with Proposing Group, Attacking Group, and Referee Group. Only referee-group students vote in that round.
• Team Debate: teacher and students use Sequential Debate and/or Representative Debate. Team captains draft the team order; the teacher reviews drafts and saves the final order.
• Debate style: Team Debate can use Proposal/Critique or Question/Answer.
• Start control: teacher Start opens student writing/voting access; Restart reopens or advances the round/session state when needed.
• Preparation evidence: student Debate Input pages collect Debate (Question) Subtopic, My Proposition(Question), Expected Criticism(Answer), and file uploads.
• Monitoring: Control/Monitor separates Group Debate, Team Debate, Group Individual Activity, Team Individual Activity, and Scoring Behavior.

Who uses which page

• Teacher: TDash_Debate260102.html - settings, Start/Restart, Bonus, group/team environment, rubrics, member roles, input review, teacher grading, control/monitor, scoring behavior, statistics, and student notes.
• Students - preparation: Debate_sAction251003.html - Student Class Organization, Class Plan, Group Debate, Debate Input(Group), Team Debate, Debate Input(Team), Note to Teacher, and Class Notices.
• Students - evaluation: Debate_sVote251003.html - Student Class Organization, Group Evaluation, Team Evaluation, Note to Teacher, and Class Notices.

1) Open DEB from Class Selection Board

1. Open Class Selection Board after teacher login and select the target class.
2. Choose Debate with Owner Group or Team.
3. Confirm the dashboard shows School Yr, Subject, Teacher, Class, Date, Owner, Topics/Units, Debate Title, ClassOrgan, and Round.
4. Students normally enter through studentLogin251003.html with the current semester's Class Login Code before opening DEB.

2) Prepare teacher settings and session control

1. Use the top controls to choose Owner, Topics/Units, Debate Title, ClassOrgan, and the active Round.
2. Click Save Settings after confirming the current class/session context.
3. Click Get Previous Settings when reusing the latest setup for the same class/teacher/context.
4. Use Start to activate student writing/voting. Students can view context before Start, but writing buttons are locked until the teacher starts the session.
5. Use Restart when the debate session or round must be reopened.
6. Use Bonus to open Give Debate Bonus, choose Student, Points (0.5-5), Date, Reason, Evidence / Note, and click Give Bonus.

3) Group Debate workflow

1. Teacher opens Environment -> Group Debate, enters Debate Title, chooses Number of Rounds, fills Group Debate Order, and clicks Save Group Order.
2. Students open Group Debate, confirm Group Name and Group Leader(Id/Name), then click Get Group Debate Order.
3. Only the group leader can edit Member Roles. The leader uses Get Member Roles and Submit Member Roles to save Works and Equity(%).
4. Students use Debate Input(Group) to enter Debate (Question) Subtopic, My Proposition(Question), Expected Criticism(Answer), upload files, click Get My Debate Input, and click Save Debate Input.
5. On Debate_sVote251003.html, students use Group Evaluation with Member Roles, Group Debate Order, Group Debate Inputs, and Group Vote.
6. For Group Vote, only students in Referee Groups can vote in the current round; proposing and attacking groups cannot vote for their own active round.

4) Team Debate workflow

1. Teacher opens Environment -> Team Debate, sets Sequential Debate Title, Representative Debate Title, Debate Type, and Team Debate Mode.
2. For Team Debate Order (Sequential) or Team Debate Order (Representative), choose Select Round # and Select Duel #.
3. Click Show Student Team Order Drafts to load captain-submitted drafts for the current session.
4. Use Get Saved Team Order when loading a previously saved order document.
5. Click Save Team Debate Order to publish the teacher-approved final order.
6. Students open Team Debate, confirm Team Name, Team Captain(Id/Name), Debate Style, and Team Debate Mode.
7. Only the team captain can edit team order tables. The captain uses Get My Team Order, Validate Team Order, and Submit Team Debate Order.
8. Students use Debate Input(Team), choose Team Debate Order as Sequential Order or Representative Order, fill Debate (Question) Subtopic, My Proposition(Question), Expected Criticism(Answer), upload files, and click Save Debate Input.
9. On the vote page, students use Team Evaluation with Team Debate Order, Team Debate Inputs, and Team Vote.
10. Inside Team Vote, students choose Sequential Team Vote or Representative Team Vote, click a debater name, enter rubric scores in the popup, and click Submit Vote.

5) Useful teacher dashboard tabs

• Checklist: refresh, edit, save, reset defaults, and track daily DEB preparation items.
• Student List: confirm the selected ClassOrgan roster.
• Attendance: review present count and student timestamps for the active debate session.
• Notices: click Get Notices and Save Notice to publish instructions, topics, role reminders, and attached files.
• Environment: set Group Debate order or Team Debate order, titles, rounds, duels, mode, and saved order documents.
• Rubrics: use Group Debate and Team Debate subtabs with Get Group Rubrics, Save Group Rubrics, Get Team Rubrics, and Save Team Rubrics.
• Member Roles: click Get Member Roles to review all group Works and Equity(%) tables.
• Group Debate Inputs: click Get Group Debate Inputs and Group Debate Comments.
• Team Debate Inputs: click Get Team Debate Inputs and Team Debate Comments.
• T_Votes/Grading: in Group Debate Grade, click Get Group Debate Order; in Team Debate Grade, select Sequential Team Order or Representative Team Order.
• Control/Monitor: use Group Debate, Team Debate, Group Individual Activity, Team Individual Activity, and Scoring Behavior subtabs; click Save Debate Statistics after loading the needed monitor data.
• Student Notes: use Get Student Notes, Save Memo, Get My Memo, and Export to CSV.

6) Voting rules and penalties

• Group Debate voting rights: only Referee Group students vote. Proposing Group and Attacking Group students do not vote for their active round.
• Team Debate voting rights: students who participated in the active round cannot vote for that round; students outside the round may vote.
• Team score popup: students click a debater name, enter rubric scores out of 10, and the Actual Score is calculated automatically.
• Score Difference Limit: in one Team Debate duel, the two sides' score gap cannot exceed the teacher-configured diffTeamDebateScores limit. The default is 15.
• Type 1: Group favoritism on simple-scale voting is listed in the legend, but the current Debate implementation does not use it.
• Type 2: uniform scoring penalty. In Debate, this applies when the same score is entered for every criterion for both proposing and attacking sides in one vote window, including identical uniform rows and different-but-uniform rows.
• Type 3: systemic bias penalty. In Team Debate, it applies when a voter's average score to members of their own group/team exceeds 90% of the maximum while their average score to non-members is below 50%.
• Scoring Behavior: teachers can inspect C1-C5 rubric score patterns, Scores Given(peer), and Scores Received(peer) in Control/Monitor.

What gets saved

• Debate settings/control: owner, topics/units, debate titles, ClassOrgan, round, status, and current session context.
• Group order: round-by-round Proposing Group, Attacking Group, and Referee Group assignments.
• Team order drafts and final order: Sequential and Representative order maps, selected round count, selected duel count, team mode, and saved order document.
• Member roles: Works and Equity(%) for group members.
• Debate inputs: group/team subtopics, propositions/questions, expected criticisms/answers, uploaded files, author, and timestamps.
• Peer votes and teacher grades: group vote records, team vote records, popup scores, rubric totals, and teacher scoring records.
• Comments and notes: group/team vote comments, Class Notices, Note to Teacher, and teacher memos.
• Activity and statistics: Group Debate Activity, Team Debate Activity, Group Individual Activity, Team Individual Activity, Scoring Behavior, saved Debate Statistics, and CSV/Excel exports.
• Bonus records: Debate (DEB) bonus points with reason and evidence/note.

Best practices

• Before Start, have students confirm Owner, ClassOrgan, Topics/Units, debate title, group/team name, and round.
• For Group Debate, explain Proposing/Attacking/Referee roles and voting rights before the first round.
• For Team Debate, make captains submit order drafts early, then teacher should save the final order before voting begins.
• Use Debate Input(Group/Team) as preparation evidence; ask students to attach files when useful.
• Review rubrics with students before voting and explain the score difference limit for Team Debate.
• Use Scoring Behavior after voting to detect uniform scoring or biased patterns before finalizing grades.
• Save Debate Statistics only after loading the relevant activity tables, so the saved record reflects the current data.

Troubleshooting quick hits

• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board.
• "Students can see the page but cannot save": teacher should click Start; write buttons are disabled before the control status is active.
• "Wrong tabs are visible": confirm Owner is Group or Team; owner gating hides the irrelevant debate path.
• "Group Debate Order is empty": teacher should save Group Debate order in Environment; students should click Get Group Debate Order.
• "Team order cannot be edited": only the Team Captain can edit and submit team order drafts.
• "Team vote page is empty": teacher should load drafts with Show Student Team Order Drafts and click Save Team Debate Order.
• "A student cannot vote": check whether the student is debating in that round or is not part of the Referee Group for Group Debate.
• "Scores are rejected": check Team Debate score difference limit and missing rubric score fields.
• "DEB statistics look incomplete": click the relevant Get buttons in Control/Monitor first, then click Save Debate Statistics.

Typical DEB flow

1. Teacher opens DEB from Class Selection Board, selects Owner, Topics/Units, Debate Title, ClassOrgan, and saves settings.
2. Teacher prepares Group Debate order or Team Debate order in Environment.
3. Students confirm Student Class Organization and Class Plan.
4. Group leaders submit Member Roles or team captains submit Team Debate Order drafts.
5. Students save Debate Input(Group) or Debate Input(Team), including subtopic, proposition/question, expected criticism/answer, and optional files.
6. Teacher starts the session; students vote in Group Evaluation or Team Evaluation according to their voting rights.
7. Teacher grades in T_Votes/Grading, reviews inputs/comments, monitors activity and scoring behavior, then saves Debate Statistics.

Teacher checklist

• Open DEB from Class Selection Board for the correct class, semester, owner, and topics/units.
• Confirm ClassOrgan, debate title, group/team mode, rounds, duels, and rubrics before Start.
• For Group Debate, save Group Debate Order and explain referee-only voting.
• For Team Debate, collect captain drafts, save the final team order, and explain Sequential vs Representative voting.
• Use Start/Restart deliberately so student write access matches the live classroom state.
• After voting, review T_Votes/Grading, comments, scoring behavior, and penalties before finalizing results.
• Load monitor tables, save Debate Statistics, and export CSV/Excel when an offline record is needed.

Student Performance Report (SPR) - tables, records, portfolios, observations, and notes

Core objectives

• Provide a reliable table view of student performance by activity, topic/unit, period, grader, and owner.
• Let teachers save and export daily summary records after each activity dashboard writes its statistics.
• Keep class organization, portfolio records, observations, bonus records, student notes, and class plans in one operational workspace.
• Support fair score checking through Peer, Teacher, System, Bonus, Penalty, TotalGrader, Indiv, Pair, Group, Team, and TotalOwner columns.

Who uses which page

• Teacher: socraSPR260110.html - Student List, SPR Table, Students Portfolio, Teacher Observation, Bonus, Student Notes, and Class Plan.
• Source dashboards: QMK, ANS, ESS, PRO, PRE, and DEB teacher dashboards save module-level statistics that SPR can read, combine, and display.
• Students: students do not usually operate SPR directly; their submissions, votes, comments, notes, and attendance records become source data for teacher review.

1) Open SPR from Class Selection Board

1. Open SPR after teacher login and confirm School Yr, Subject, Teacher, Class, and Date.
2. If a field did not prefill, select it manually before opening any tab.
3. Use the current semester context. Past-semester writes are guarded so older records are not accidentally overwritten.
4. Confirm source modules have saved their activity statistics before expecting SPR to show fresh totals.

2) Student List and class organization

• Open Student List first to confirm the roster that SPR will use.
• Use Class Organization: to choose the correct organization document, then click Refresh.
• Check student IDs, names, and owner mappings before using SPR Table or records that depend on Pair, Group, or Team attribution.
• If ORG changed during the semester, select the relevant Class Organization document and compare whether owner totals still make sense.

3) SPR Table workflow

1. Open SPR Table.
2. Set Select Activity to All Activities or a specific module.
3. Set Select Topics/Units to All Topics/Units or a specific topic/unit.
4. Set Select Period. Use Total when saving a snapshot-style summary.
5. Click Show SPR to render the table.
6. Review Peer, Teacher, System, Bonus, Penalty, and TotalGrader.
7. Review Indiv, Pair, Group, Team, and TotalOwner.
8. Click Show OwnerTotal when you need extra owner-total columns; click it again when you want the compact view.
9. Click Save Activity Summary Table only after the displayed table is correct.
10. Click Export to Excel when you need an offline record.
11. Click a penalty value when available to open Penalty Breakdown and inspect what contributed to the penalty.

4) Students Portfolio

1. Open Students Portfolio to review the replicated SPR Summary table for student conferences or evidence checks.
2. Use Export to Excel and Show OwnerTotal when you need a broader view.
3. Open a student's Student Record popup.
4. Click Get Existing Portfolio under Existing Portfolio to load past records.
5. Use Add New Portfolio fields: Activity, Submit Title, Contents, Files, and Submit Date.
6. Click Save Record to persist the portfolio entry.

5) Teacher Observation

1. Open Teacher Observation.
2. Use Observation Input to select Student ID/Name and Activity.
3. Check positive behavior patterns such as Bridge Builder, Idea Generator, Focus Anchor, Active Listener, and Reliable Specialist.
4. Check negative behavior patterns such as The Passenger, The Steamroller, The Side-Tracker, The Naysayer, and The Disconnect.
5. Add a Special note when the checkbox alone is not enough, then click Record.
6. Use Observation Record to filter by Activity, then click Save Observation or Download to CSV.
7. Click a student ID/name to open Observation History. Use Save Table, CSV Download, or Close.
8. Use Behavior Scores to review P1-P5, Pavg, N1-N5, and Navg, then click Save Scores or Download to CSV.

6) Bonus, Student Notes, and Class Plan

• Bonus: choose Activity, click Get Bonus, review Student ID, Name, Date, Activity, Reason / Evidence, and Points, then click Download to CSV if needed.
• Student Notes: click Get Student Notes, review Activity, Student ID, Student Name, Date, Student Notes, Actions, and Memo. Use Save Memo, Get My Memo, Show Summary, and Export to CSV.
• Student Notes Summary: use Show Summary to view Total #, Need, Trivial, and Solved counts; use Download CSV from the popup.
• Class Plan: set Semester(Quarter) Start At and End At, then use Get Class Plan, Add Row, Save Plan, and Export to CSV.
• Class Plan rows use No, Day (yyyy-mm-dd), Topics/Units, Session, Activity, Owner, and Note.

What SPR reads and writes

• Per-activity summaries: activity summary docs for QMK, ANS, ESS, PRO, PRE, and DEB by class, activity, topics/units, owner, and date.
• All Activities consolidated summaries: combined all-activity/all-topic rows for the selected date when source module summaries exist.
• Class organization docs: roster, pair, group, and team mappings used for owner columns and average owner correction.
• Portfolio records: manually added student portfolio entries and attached evidence references.
• Observation records and behavior scores: positive/negative patterns, special notes, saved observation tables, and behavior score summaries.
• Bonus records: bonus events by activity, date, student, reason/evidence, and points.
• Student notes and memos: notes from activity dashboards plus teacher action flags and memo records.
• Class Plan: semester-scoped class plan rows used by teacher and student pages.

Best practices

• Save statistics in each activity dashboard first; then use SPR Table to show and save the consolidated view.
• Always confirm Student List and Class Organization before interpreting Pair, Group, Team, or TotalOwner scores.
• Use All Activities + All Topics/Units + Total for the broadest daily summary.
• Use Show OwnerTotal before explaining owner-based scores to students or parents.
• Record observations soon after class while behavior context is still fresh.
• Use Student Notes action flags consistently: Need, Trivial, and Solved.
• Export important tables before manual grade transfer or offline review.

Troubleshooting quick hits

• "All Activities / All Topics/Units did not show the latest activity": save the module statistics first, then return to SPR Table and click Show SPR.
• "Owner columns look wrong": refresh Student List and confirm the selected Class Organization document.
• "Save Activity Summary Table is not appropriate": use Select Period = Total and confirm you are in the intended semester/date.
• "A selected date has no summary": check whether the module dashboard actually saved statistics for that date and topic/unit.
• "Portfolio history is empty": open the Student Record popup and click Get Existing Portfolio.
• "Student Notes are too long to scan": use action flags and Show Summary before writing memos.
• "Class Plan topics are stale": reload Get Class Plan after updating Topics/Units in the common dashboard.

Teacher checklist

• Open SPR for the correct School Yr, Subject, Teacher, Class, and Date.
• Refresh Student List and confirm Class Organization before using owner totals.
• Show SPR Table for the intended Activity, Topics/Units, and Period.
• Check Peer, Teacher, System, Bonus, Penalty, TotalGrader, Indiv, Pair, Group, Team, and TotalOwner.
• Save Activity Summary Table only after the visible table is correct.
• Update portfolio evidence, observations, bonus records, student notes, and class plan as needed.
• Use the separate Perform Summary Report (PSR) guide when you need analysis tables or narrative report generation.

Perform Summary Report (PSR) - analysis tables, CPX, z-scores, and narrative reports

Core objectives

• Analyze class-level patterns across activities, graders, owners, periods, and topics/units.
• Identify individual student strengths, concerns, outliers, leading/following positions, and participation signals.
• Generate an editable Perform Summary Report (PSR) using the visible analysis data and teacher notes.
• Support both English and Korean report workflows without confusing them with the operational SPR Table workflow.

Where to use it

• Integrated path: open socraSPR260110.html and use the Perform Analysis workspace.
• Standalone path: open performAnalysis260814.html when you want the analysis/report workspace without the full SPR tab set.
• Required source data: PSR works best after module dashboards and SPR Table have saved the needed summaries for the selected class/date/period.

1) Build the analysis workspace

1. Confirm School Yr, Subject, Teacher, Class, and Date.
2. In Perform Analysis, set Topics/Units and Period.
3. Click Get PA table.
4. Review Class Performance, Pair/Group/Team Performance, and Individual Leading/Following Positions.
5. Use the section navigation for By Activity, By Grader, By Owner, Diff, and CPX & SSTD.
6. Select Student ID to render the individual student summary table.

2) Interpret PSR analysis sections

• Class Performance: compares aggregate activity, grader, owner, and total dimensions for the selected context.
• Pair/Group/Team Performance: helps identify collaboration structures that are especially strong, weak, imbalanced, or unusual.
• Individual Leading/Following Positions: shows where the selected student leads or follows by Activity, Grader, Owner, Diff, CPX, and SSTD.
• Class Participation Index (CPX): summarizes participation intensity and balance.
• Z score Interpretation: set Total # of students and use the z-score reference table to interpret how unusual a student's result is.
• Legend: explains activity aims, By-Grader categories, and By-Owner dimensions used in report language.

3) Generate and manage reports

1. Click Generate Perform Summary Report(PSR) to create an English report in the reading view.
2. Use Generate Korean PSR when a Korean narrative report is needed.
3. Select previous report language with the English/Korean dropdown next to Get Previous Report.
4. Click Get Previous Report to load an already saved PSR for the current student/context.
5. Edit the report directly in the Reading View area if wording needs teacher correction.
6. Add Teacher Note before saving when you want context preserved with the generated report.
7. Click Save Report after reviewing the generated or loaded report.
8. Click Export to CSV when you need a portable report record.

Report quality checklist

• Generate only after Get PA table has loaded the latest analysis for the selected student.
• Check that Class Performance and Student Summary tables match the selected Activity/Topics/Units/Period context.
• Use z-score interpretation as a signal, not as a final judgment; compare it with teacher observation and portfolio evidence.
• Review labels such as Strength, Concern, Context, and Next Step before saving.
• Use Get Previous Report to verify that a fast load is intentionally retrieving a saved PSR, not accidentally replacing a newly generated one.
• Save only the reviewed final version that should be kept for student/parent conferences.

Troubleshooting quick hits

• "PSR looks generic": confirm Get PA table was run after selecting the correct Student ID, Topics/Units, and Period.
• "Previous report loads too quickly": that is expected for Get Previous Report; use Generate Perform Summary Report(PSR) or Generate Korean PSR when you want a fresh generation.
• "Student summary is empty": return to SPR Table and confirm saved summaries exist for the selected date and context.
• "Korean report is missing": generate with Generate Korean PSR before trying to load the Korean previous report.
• "Report wording needs adjustment": edit the Reading View text, add Teacher Note, then click Save Report.

Class Organization (ORG) - roster, voting, snapshots, and owners

Core objectives

• Keep the active roster accurate before starting votes or generating organization results.
• Use LV/PV voting and control variables to create balanced pairs, groups, and teams.
• Review, adjust, save, and reload class organization snapshots so owner attribution stays consistent across dashboards and SPR.

Teacher Actions

1) Student Registration

1. Open teacherLogin251213.html and go to Student Registration.
2. Upload class files: choose your class roster file(s). Make sure the file has the required columns (schoolCode, schoolYear, classCode, lastName, firstName, sex).
3. Generate whole classes at once: you can queue multiple class files and generate/register them together (multi-class generation).
4. Confirm that each student gets:
   • Student ID auto-generated based on class and student number
   • Prep Num auto-generated as a temporary password
5. (Optional) Use Notify Individual Prep Num on Teacher Login to push the Prep Num notice for the selected registered class.

2) Open teacher dashboards from Class Selection Board

1. After teacher login, open the Class Selection Board for the target school year and class.
2. Choose the class in the board. Confirm the displayed Class Login Code; this code is generated per semester and should be shared with students for login.
3. To open ORG, click the Class Organization row. This opens TDash_Organ251215.html with the selected class context.
4. To open learning-activity teacher dashboards such as QMK, ANS, ESS, PRE, PRO, and DEB, select the activity row and the intended owner column (Individual, Pair, Group, or Team) on the same board.
5. If you regenerate the Class Login Code, give students the new code. The old code no longer works for student login.

3) Check or reload an existing Class Organization

1. Open TDash_Organ251215.html from Class Selection Board and confirm the class context (School Yr / Subject / Teacher / Class).
2. Open the Class Organization tab and click Get Class Organization. The newest matching snapshot is loaded when available.
3. If you need a different snapshot, choose it in Select Snapshot... and click Load Selected.
4. Review the Summary, Pairs, Groups, and Teams subtabs. Use Export Current Table CSV when you need a copy of the currently visible table.
5. Use Membership History to inspect how a selected student's pair/group/team membership changed across saved organization snapshots.

4) Create a new Class Organization from votes

1. In TDash_Organ251215.html, go to Vote Result, select the correct Vote Date, and confirm completion in the results/monitoring views.
2. Click Create New Class Organization (Use Votes). This opens classOrgan251121.html with the current class, teacher, school year, vote date, and vote mode context.
3. On the Summary tab, review Control Variables: K, N_LP, T_N, T_Attend, N_Absent, LV weights (W1-W5), and PV weights (Q1, Q2). N_LP is auto-set from attendance parity.
4. Enter absent students in Absent Students and click Apply before generating, so absent students are excluded from present-day organization results.
5. Click Generate Class Organ. Check the generated Summary, Pairs, Groups, and Teams tabs.
6. Rename groups and teams if needed, then click Change Name so the visible names are synchronized before saving.
7. Use Adjust Pairs, Adjust Groups, and Adjust Teams only when the generated result needs teacher correction. Finish each adjustment before moving to the next step.
8. Click Save Class Organ. Then return to TDash_Organ, click Get Class Organization, and confirm the newest saved snapshot loads correctly.

5) Create a Random Class Organization

1. Open TDash_Organ251215.html from Class Selection Board and confirm the selected class context.
2. Click Generate Random Class Organization. This opens classOrgan251121.html in the random organization workflow.
3. On the Summary tab, review Control Variables and mark Absent Students if needed before generating or finalizing the result.
4. Review the generated Summary, Pairs, Groups, and Teams. Rename groups/teams and use adjustment controls if the random result needs correction.
5. Click Save Class Organ, then return to TDash_Organ and confirm the saved snapshot loads with Get Class Organization.

6) Manual / No Votes organization updates

1. In TDash_Organ251215.html, click Create New Class Organization (Manual / No Votes). This opens the class organization editor in manual mode.
2. Click Get Previous Class Organizations in classOrgan251121.html, choose the snapshot to start from, and load it.
3. Use the pair/group/team adjustment controls to make the minimum necessary changes.
4. Click Save Class Organ, then verify the updated snapshot from TDash_Organ with Get Class Organization.

7) Move-in students

1. 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).
2. TDash_Organ: reload the roster and organization snapshot so the new student appears in the class context.
3. classOrgan editor: use vote-based generation if a new vote round is available, or Manual / No Votes if you are revising an existing snapshot. Place the new student in pairs/groups/teams and save the updated organization.

8) Move-out students

1. 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.
2. TDash_Organ: reload roster/organization data and verify the student is no longer treated as active for organization generation.
3. classOrgan editor: recompute or manually adjust pairs/groups/teams so the move-out student is removed from all owner sets, then save and verify the updated snapshot.

Student Actions

1) Student Login

• Class Login Code: Enter the code your teacher gives you for the current semester/class. If your teacher regenerated the code, use the newest one.
• Student ID: Enter the ID assigned during registration. The system uses it with the Class Login Code to find the correct roster.
• 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 Class Login Code, 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 or Prep Num with other students. The Class Login Code may be shared by the teacher only with the correct class.

2) Vote for Class Organ (LV & PV)

• 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

• 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

• Open teacher dashboards from Class Selection Board. For QMK, ANS, ESS, PRE, PRO, and DEB, choose the activity row and the owner column that matches the activity design.
• In each module's Teacher page, confirm the owner type again when starting or saving an activity.
• Student pages show the relevant pair/group/team context. Submissions and evaluations are attributed to the selected owner type.
• SPR averages owner results back to individual members for daily and all-activities summaries.
• If ORG changes during a semester, use Common Dashboard Student List -> Class Organization selector and Refresh to compare the correct snapshot with module/SPR results.

Best practices

• Keep owner sets stable within a unit to allow longitudinal comparisons.
• Use vote-based generation for major reorganization, Random Class Organization for quick neutral grouping, and Manual / No Votes for targeted corrections.
• Record absences before generating present-day organization results.
• After saving, always reload from TDash_Organ once to verify the snapshot other dashboards will see.

Troubleshooting quick hits

• "No organization appears": Check School Yr / Subject / Teacher / Class, then click Get Class Organization. If multiple snapshots exist, use Select Snapshot... and Load Selected.
• "Vote results look incomplete": Confirm the selected Vote Date and use the control/monitor views to check attendance and completed votes.
• "A moved student still appears": update the roster first, then recompute or manually adjust and save a new snapshot.
• "Students cannot log in": confirm they are using the current semester's Class Login Code from Class Selection Board, not an old regenerated code.
• "SPR owner results look wrong": confirm the activity owner type and verify that Common Dashboard is using the intended Class Organization snapshot.

Teacher checklist

• Roster and active/inactive status are current.
• Class Selection Board is used to open ORG and activity dashboards for the intended class and school year.
• The current semester's Class Login Code is available to students before login or voting.
• Vote date and vote mode are correct before using vote-based generation.
• Control variables and absent students are reviewed before clicking Generate Class Organ.
• Pairs, groups, and teams are checked, adjusted only as needed, and saved.
• The saved snapshot is reloaded in TDash_Organ and matches the owner sets expected by modules and SPR.