Analytics only become useful after most of the class is graded. Start there before you assume something is missing.
Step by step
- Finish grading most of the assessment before you expect analytics to appear.
- Open the analytics view from the assessment or course.
- If the analytics view is not ready, check the page state before assuming the feature is broken.
- Confirm that the course is active, enough submissions have been graded, and the account still has access to analytics.
- If the insights are not current, use the refresh action after more grading is complete.
- Read the results only after the graded sample is large enough to be meaningful.
You should see
You can tell whether analytics is missing because data is not ready, because access is unavailable, or because the course is in the wrong state.
Keep in mind
- Analytics is feature-gated and can consume credits when you generate or refresh it.
- Archived courses and broken LMS connections can block analytics actions.
- Refreshing analytics updates the insight set after more grading is completed.
Common blockers
- Archived courses and broken LMS connections can block analytics actions.
- Analytics can be unavailable if feature access or credits are not in place.
Use analytics as a teaching follow-up step, not as a replacement for your own judgment.
Step by step
- Open the assessment or course analytics view.
- Review focus areas first to identify which concepts deserve reteaching.
- Use the View link on the Focus Areas summary tile to jump directly to the focus-area section when the page is long.
- Check the students-needing-support view to see who may need targeted follow-up.
- Open a focus-area tile when you need to see the affected student names behind that reteaching signal.
- Use those insights to plan the next class activity, reassessment, or intervention.
You should see
You can read focus areas and support flags as signals for teaching follow-up, not as replacement judgment.
Keep in mind
- Focus areas summarize concepts to reteach and can include affected student names when student-level focus-area detail is available.
- The students-needing-support table is separate from focus areas and is based on students below the support threshold.
- Treat analytics as directional and actionable, not as a replacement for teacher judgment.
Notes
- Focus area tiles include affected students when the analytics run has enough student-level focus-area detail.
- Use the View link on summary tiles to jump to the matching section lower on the analytics page.
Use Groups by question when you want intervention groups based on exactly which questions students missed or partially missed.
Step by step
- Grade or match uploaded submissions in Classwise so each submission has a question-level grade breakdown.
- Open the analytics view for the assessment.
- Find the Groups by question section.
- Sort by group, student count, average on question, or breakdown if you need to prioritize the largest or lowest-performing groups.
- Choose View students for a question group to open the drawer.
- Review the Student name and Score/Total columns, copy the affected student names if you want to form a small group, or open a submission in a new tab for more context.
You should see
Teachers can identify exactly which students missed or partially missed each question and open the relevant submissions for review.
Keep in mind
- Classwise does not need an LLM to form these groups. The grouping is deterministic from graded question scores.
- A student appears in a question group when their points earned for that question are below the question total.
- Fully correct questions and zero-point/malformed question rows are not treated as affected work.
- This supports teachers who scan paper tests into Classwise after grading, as long as the submissions are graded or matched through the platform so question-level scores exist.
Notes
- Groups by question is based on the assessment grade breakdown after work has been graded in Classwise.
- The grouping is deterministic: a student appears in a question group when their score for that question is below the question total.
- Teachers can sort the group table, view the affected students, copy student names, and open individual submissions in a new tab.
- Uploaded paper submissions still need to be graded or matched through the Classwise grading workflow before question-level analytics can be computed.
Keep in mind
Groups by question depends on Classwise having question-level grading data. If a teacher uploads already-marked work but does not grade or match it through Classwise, the analytics page cannot reliably compute question groups from the marks alone.
Time-saved numbers are best used as a planning and communication aid, not as a literal accounting record.
Step by step
- Open the analytics or overview surface where time saved appears.
- Read the value as an estimate of workflow efficiency rather than a stopwatch total.
- Use the trend direction to support planning, staffing, or rollout conversations.
You should see
Time-saved reporting is understood as an estimate that helps explain workflow impact, not as a compliance metric.
Keep in mind
- First-pass grading and regrades are not weighted the same way.
- Do not turn time saved into over-precise performance claims.
Keep in mind
Use the analytics and time-saved numbers to support teaching and planning decisions, not as over-precise performance claims.
Limitations
- Time-saved values should not be treated as auditable payroll or performance data.