# Monitor
## Summary
Monitor Scratchie allows teachers to view the **progress of each teams in the exam** using a dashboard.
As teams select their answers, they are **immediately reported**.
The Summary section gives you a **real-time overview of how all teams are performing** across their team assessment. It is designed to help you **quickly identify patterns, strengths, and misconceptions** at both team and class level.
The background of the selected answer shows whether it is the correct answer or not ( C = incorrect and C = correct).
{% hint style="success" %}
### **Educational Insight & Practical Tips**
**Use the Summary view during or immediately after the Scratchie activity** to:
* **Identify common misconceptions quickly**, e.g. “I can see many teams struggled with Question 3, let’s unpack why.”
* **Highlight patterns in thinking**, especially where teams selected the same incorrect options
* **Compare team approaches**, encouraging students to explain how they reached their answers
* **Focus discussion on difficult questions**, where multiple attempts were needed
* **Use burning questions to drive deeper debate and clarification**
This turns Scratchie monitoring into a **live teaching tool, not just a reporting dashboard,** giving you **instant insight into knowledge gaps, misunderstandings, and team reasoning while learning is still happening**.
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#### Teams’ Choices Table
Shows each team’s responses for every question.
* Each row represents a **team**
* Each column represents a **question**
* Answers are displayed as coloured tiles:
* **Green** → **Correct** answer
* **Red** → **Incorrect** attempts
This allows you to:
* See **how many attempts each team made**
* Identify **which distractors were commonly selected**
* Understand **how teams arrived at the correct answer**
***
#### Team Status Indicator
A ✅ check icon next to each team confirms that the team has **completed the assessment**.\
This helps you quickly track **progress across the class**.
***
#### Total Score (per team)
Displays the final score achieved by each team based on their number of attempts.\
This reflects how efficiently teams arrived at correct answers.
***
#### Total % (per team)
Shows the percentage score for each team, giving a quick sense of overall performance.
***
#### Question Totals Row
Summarises performance **per question across all teams**.
* Indicates how many teams answered correctly
* Highlights which questions were:
* **Well understood (high correct responses)**
* **Problematic (low correct responses)**
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#### Question Percentage Row
Displays the **percentage of teams that answered each question correctly**.
This is particularly useful to:
* Spot **knowledge gaps instantly**
* Identify questions that may require **review or clarification**
***
#### Overall Totals
Provides a summary of overall class performance, including:
* **Aggregate score indicators**
* **Overall percentage performance**
### Report by question
You can get a detailed report by question. Select the question you need the report for.
### Report by team
Select the team leader to see the full report for the team.
Double click on the team name to get a full detail of the team's selection.
### Burning questions
As student raise burning questions, you will be able to see them in this section. This should allow you to prepare to discuss their challenges and questions before the teams complete the activity.
The 👍 icon shows the number of likes that the students have given to this burning question. This will tell you which are the most important ones that the students want to get addressed first.
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***TIP:***\
When addressing burning questions after students have finished, it is a good idea rather than you answering this question directly, to let the other teams to have a go first.
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## Analytics
The **Analytics section** provides a **deeper, data-driven view of team performance**, helping you move beyond individual answers to understand **overall trends, distribution of marks, and question effectiveness**.
This turns Scratchie analytics into a **powerful teaching and design tool**, helping you **continuously improve both your questions and your students’ learning experience**.
### Marks Distribution Graph
This visual shows how team scores are **distributed across the cohort**.
* Each bar represents the **number of teams within a specific mark range**
* Helps you quickly identify:
* **Clusters of performance** (e.g. many teams scoring similarly)
* **Outliers** (very high or very low performing teams)
* Whether the assessment was **too easy, too difficult, or well balanced**
#### Interactive Features
* You can **click on a bar to zoom** into a specific score range
* Use your mouse to **zoom in/out** for more detailed inspection
* The lower slider allows you to **pan across different mark ranges**
This interactivity helps you **explore performance patterns** in more detail.
***
### Summary Statistics
Provides a quick numerical overview of class performance:
* **Number of groups submitted** → Total teams who completed the activity
* **Average mark** → Overall class performance level
* **Lowest mark / Highest mark** → Performance range
* **Median** → The middle score (useful for understanding typical performance)
* **Mode** → Most frequently occurring score(s)
These indicators help you **quickly gauge difficulty and consistency across teams**.
***
### Item Analysis
The Item Analysis table evaluates the effectiveness of each question.
#### Count of test participants
Number of teams included in the analysis (only completed attempts are counted).
***
#### Difficulty Index
Indicates how easy or difficult a question was:
* **High value → Question was easy (most teams answered correctly)**
* **Low value → Question was difficult**
{% hint style="info" icon="book-open-lines" %}
#### Difficulty Index defintion
The **difficulty index** indicates how easy or difficult a question is based on the proportion of students who answer it correctly. Higher values reflect easier questions, while lower values indicate more difficult questions, although the index technically measures easiness rather than difficulty. In practice, questions with very high values may be too easy to provide meaningful information about student ability, while questions with very low values may be overly challenging.
**How to interpret the values:**
* **< 0.30** – Very difficult
* **0.30–0.80** – Moderate / acceptable
* **> 0.80** – Easy
* **> 0.90** – Very easy (often too easy)
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***
#### Discrimination Index
Measures how well a question **differentiates between high-performing and low-performing teams**:
* **High discrimination** → Good question (strong teams perform better than weaker ones)
* **Low discrimination** → Question may be unclear or not effective
{% hint style="info" icon="book-open-lines" %}
#### Discrimination Index defintion
The **discrimination index** indicates how effectively a question distinguishes between stronger and weaker students. A well-functioning question is one that high-scoring students are more likely to answer correctly, while low-scoring students are more likely to answer incorrectly, resulting in a high discrimination value. In contrast, questions that are answered correctly by almost all students, incorrectly by almost all students, or more often correctly by weaker students demonstrate low or negative discrimination and contribute little to measuring differences in ability.
Discrimination values range from **−1 to +1**, with values closer to **+1** indicating stronger discrimination. In practice, values between **0.2 and 1.0** are considered good, values between **−0.2 and 0.2** indicate weak or moderate discrimination, and values below **−0.2** suggest that the question may be flawed and should be reviewed or revised.
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***
#### Point Biserial
Shows the correlation between **getting the question correct and overall performance**:
* **Higher values indicate that the question is a good indicator of understanding**
* **Low or negative values may suggest the question is misleading or poorly designed**
{% hint style="info" icon="book-open-lines" %}
#### Point Biserial defintion
The **point-biserial correlation** indicates how well a question aligns with overall test performance by measuring the relationship between whether students answer the question correctly and their total test scores. A high point-biserial value suggests that students who perform well on the test as a whole are more likely to answer the question correctly, while students with lower overall scores are more likely to answer incorrectly. This indicates that the question is functioning consistently with the rest of the assessment. Conversely, low or negative point-biserial values suggest that the question may not be measuring the same construct as the test overall and may be confusing, poorly worded, or incorrectly keyed, and therefore may require review or revision.
**How to interpret the values:**
* **≥ 0.30** – Good alignment with overall test performance
* **0.20–0.29** – Acceptable but may require minor revision
* **< 0.20** – Weak relationship; limited contribution to the assessment
* **≤ 0.00** – Problematic; likely requires revision or removal
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***
## Advanced settings
The advanced settings section shows the options that were enabled or disabled when creating the activity in author (see [Advanced settings](/lams/tools/scratchie/create.md#advanced-settings)).
## Time Limits
The scratchie tool allows you to apply very flexible time limits and restrictions. Three ways to set on-exam time restrictions:
### **All teams gets the same amount of time to complete the Scratchie**
When you set up a this time limit, then **each individual team gets a pre-determined number of minutes to complete the exam from the moment they start** the exam (say 10 minutes). The time starts to countdown from the moment that the team leader begins the exam, so in our example, everyone gets 10 minutes regardless which date they start. You can set this up when authoring the exam or in Monitor as follows:
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**This option is ideal if you are planning to run the exam asynchronously.**
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### **Hard time limits**
When you are running a *synchronous* exam -when all the teams are doing the exam *at the same time* -whether this is online or face-to-face in the classroom, you might want to set a hard deadline for it (i.e.: ‘Let’s get everyone to finish the assessment in 2 minutes’).
Unlike the relative time limit before, now you are able to set a hard deadline in minutes.
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### 🤔Tip:
To better know how much time left the student might need, you can take a look at the [students’ progression in the assessment](https://lamslearning.medium.com/tracking-students-answers-in-exams-in-real-time-fcc9da238f64). *If about half of the teams have already completed the assessment, you might want to add just two more minutes for the rest to complete it.*
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### **Time extension**
In these cases, you can grant a particular student or team (in the case the assessment is to be performed as a team).
These extensions are additions to the previous two time limits.
For instance if you are have given all students 10 minutes from their relative start of the exam, you can grant a single student (or group) an extra 10 minutes (adding a total of 20 minutes) to finish the exam.
If you have set up a hard time limit, then you can grant a student an extra number of minutes for him/her to complete the exam.
These time extensions provide a very powerful tool to manage time limits for students with special needs that might require extra time to complete an assessment.
{% hint style="info" %}
:timer: More info on LAMS' [time management for assessments](https://lamslearning.medium.com/managing-assessments-time-limits-in-lams-3af40fda1457).
{% endhint %}
### Restrict access
The **Deadline** setting allows you to **define a specific date and time after which students can no longer access the activity**.
Once the deadline is reached, the activity becomes unavailable to all students, ensuring that activity are completed within the intended timeframe. This is particularly useful for timed activities where fairness and consistency in access are important.
**How it works:**
* You select a date and time using the calendar and time picker
* The system enforces this as a **hard cut-off point**
* After this moment, **students cannot enter or continue** the activity
**Why use a Deadline:**
* Ensures all students complete the activity within the same timeframe
* Supports fair and controlled conditions
* Helps manage pacing in both synchronous and asynchronous lessons
* Reduces the need for manual intervention to close access
This feature gives you precise control over activity availability, helping you maintain structure and integrity it.
This option enables the teachers to set the **deadline** for students after which they will not be allowed to submit the activity.
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