Why It Matters
Problem Analysis gives district teams visibility into how students are thinking — not just how they performed. By analyzing responses to the same problem across classrooms, schools, and grade levels, districts can move from surface-level scores to actionable instructional insight.
Benefit | What It Means in Practice |
Visibility across buildings | See how students are reasoning on the same problem across classrooms and schools — beyond percentages and scores. |
Accountability with context | Compare patterns in student thinking across buildings to understand where instruction is aligned and where support is needed. |
System-wide misconception detection | Quickly surface common errors to determine which standards, concepts, or representations need focused attention. |
More effective PLCs | Ground PLC conversations in real student work and problem-level trends rather than assumptions. |
Faster, targeted decisions | Bring classroom-level insights to leadership to prioritize coaching, professional learning, and district resources. |
When to Use It
District teams most commonly use Problem Analysis when reviewing:
Common Formative Assessments (CFAs)
Unit assessments
Benchmarks or district-wide quizzes
Priority problems tied to focus standards
Used consistently, Problem Analysis helps districts monitor shifts in student thinking over time and evaluate the impact of instructional initiatives.
How to Access Problem Analysis
Navigate to the District Dashboard
Select an assignment or quiz with submitted student work
Click into a specific problem to open Problem Analysis
What you'll see:
A breakdown of all solutions: correct answers, errors, and no solutions
Responses grouped by the answer submitted — making it easy to spot patterns and misconceptions
For each answer group: the percentage of students who submitted it and connected student work samples
Grouping and filtering:
Group by: School, Class
Filter by: School, Class, Student
Save filters to quickly return to commonly used views
Best Practices
Start with high-leverage problems connected to priority standards
Focus first on the most common error to surface system-wide instructional needs
Use student work samples to anchor PLCs and cross-building conversations
Revisit over time to monitor shifts in student thinking
Pair insights with clear, actionable next steps for coaching and instructional support