Table 7 Activity gaps and understanding level criteria for at risk student identification
Activity gap | Value | Explanation |
|---|---|---|
Drop-out threshold | 4 Cycles | Students with no activity on LMS for 4 consecutive weeks were assumed to have already dropped out and excluded from the intervention process |
Moving average | 2 Cycles | Students who had average Activity Gaps of 2 recent weeks less than the thresholds are listed for ARS in that aspect |
Attendance threshold | − 0.2 | |
Assignment threshold | − 0.2 | |
Engagement threshold | − 0.4 | |
Self-study rate | na | No intervention on self-study |
Expected effect size | 0.01 | Students who gain more than 1% improvement of Activity Gap Moving Average during the evaluation period are counted toward the intervention effectiveness |
Expected UL | 0.5 | Students who archived pass score on more than half of their hands-on questions in that cycle are not list for intervention |
Syntax UL threshold | 0.66 | For students who do not meet Expected Understanding Level in that cycle, if 2/3 of their question practices were classified as Syntax Struggled, they are listed for Syntax intervention. Otherwise, they are listed for Logic intervention |
Logic UL threshold | 0.33 |