Table 4.

Categories of teacher reported value of logged student work

Teacher reported value of logged student work	Representative teacher reflection [reported value emphasized]
Makes individual’s scientific thinking visible
See how students are distinguishing among their ideas	“I’ve noticed in reading a lot of their responses that they’re not very good at using correct terminology about things. For instance, I am seeing in their explanations about how lizards needed to adapt to the new situation… a lot of their answers imply that it's more of a Lamarckian evolution where they think lizards want to be faster.”
See individual student’s thinking process	“I really, really liked the window into students’ thinking that WISE provided… I noticed I had a really clear idea of what students were thinking. There was evidence for what they are actually thinking. It goes beyond them just getting the right answer… sometimes they would surprise me, provide an answer that was actually a good insight when I thought they did not understand.”
Enables teacher to comment, encourage student to persist
Encourage students to persist	“The teacher feedback piece is super valuable, just because I’m not there to talk to them individually or talk to the whole class and that was a feedback I got from my students is that they were desperate for feedback, some kind of back and forth”
Hold students accountable and give specific guidance	“Written responses allowed for easier teacher feedback and helped hold students accountable. It allowed me to be specific with feedback (full sentence, make a claim with evidence, etc.).”
Has automated scores to support efficient teacher intervention
Efficient assignment of personalized guidance	“I saw what area my students were proficient in [using the auto score] and then in which they needed improvement and my comments were trying to guide them toward improvement. The information that the automated scores gave me was good to show the general pulse of what my students were thinking.”
Planning responsive class discussions	“The [teacher report summarizing the automated scores for student explanations] gave me a really nice target for our discussion section because it was really clear what the major issue was across students and I could prepare for our discussion section based on that. I think otherwise I probably would have conducted it in a more ad hoc fashion where I would have some general discussion questions and then whatever comes up, comes up.”