The Efficiency Rating (ER)
The ER is the best measure of ‘true’ performance. It is a score out of 100, with the student’s first attempt having the heaviest weighting towards their ER, their second attempt less so, and so on for as many attempts as the student makes. There are further rules that enforce the notion of ‘true’ performance:
- As soon as the student views the solutions, their ER for that lesson is frozen. Thus, the ER is not influenced by a grade achieved after the student has accessed the answers.
- Once an ER is established, subsequent attempts on that lesson can only cause the ER to increase, or remain the same. This encourages students to make further attempts, without worrying that their ER may drop.
ER Colour Coding
The ER is colour-coded in all reports to give you an immediate impression of student performance. The ER ranges and probable meanings of each result are as follows:
BLUE. In general, this will be a top student who is using the program exceedingly well. The student has made a substantial effort to understand the concept before they have attempted the worksheet.
GREEN. In general, this will be a strong student who is using the program quite well. The student may have been satisfied with a single strong attempt, or has done the task more than once and remedied their understanding difficulties by watching the lesson again and/or studying the lesson summary a second time.
YELLOW. In general, this will be an average student who is using the program reasonably well. The student may have skipped the narrated component before attempting the worksheet, or may benefit from watching the lesson more than once and/or spending more time going over the lesson summary. This student may also be a ‘near enough is good enough’ type of student.
ORANGE. In general, this will be either a weak or lazy student who is not using the program as intended. This student will need to have the use of the program demonstrated again to them in a careful and deliberate manner.
RED. In general, this will be a student who is not making a serious attempt at understanding the lesson before attempting the questions.
There are two main ways that a student can complete a lesson, without having made a serious attempt:
- the student guesses every answer the first time (or submits ‘A’ for them all), and then submits the correct answers once the solutions are revealed;
- the students submits ‘A’ for every answer, notes which answer (if any) was marked correct, then does the same for ‘B’, then ‘C’ etc, building up their correct answers until they finally achieve a passing grade.
The good news is that both methods will result in a very low ER, making it easy for the teacher to identify.