📖 M2 Score Explanation for My Feedback, Custom Rubrics, and Station Guides

                                                                  Available for M2 users

M2 provides a variety of scores paired with feedback. This article will explain the scoring system in My Feedback, Custom Rubrics, and Station Group Guides.

My Feedback Scores

For teaching activities, the M2 score measures participation by analyzing the transcript and applying this rubric using AI prompts:

1: Minimal student voice; mostly teacher talk; few or no student responses.

2: Some participation but uneven; short or prompted responses; limited peer-to-peer.

3: Many students contribute; responses show thinking; teacher facilitates distribution.

4: Broad, sustained participation; students build on ideas; evidence of collaboration and ownership.

M2 first breaks the lesson down into sections or chunks, which generally corresponds to the following phases of the lesson: opener, direct instruction, guided practice, independent practice, closure. M2 then analyzes the extent to which there is participation in each chunk according to the rubric above.

Custom Rubric Scores

When a custom rubric is uploaded to the admin portal, M2 automatically turns that rubric into an AI prompt that can be used to provide feedback and generate a score for all teaching activities that occur within that team. 

For custom rubrics, the scoring scale is one to four; however, the specific performance criteria for each number are unique to the rubric. Administrators can edit the scoring criteria to align with their goals.

Station Guide Scores

The scoring and feedback for Station Group Guides is based on assessing students’ level of participation in the activity they are led through by M2. 

For station group Guides, M2 analyzes the transcript and applies this rubric using AI prompts:

1: Minimal or off-task engagement; little to no verbal response to activity directions; silence or unrelated talk dominates.

2: Some on-task participation but inconsistent; responses are brief or sporadic; engagement drops noticeably at points; if multiple students present, participation is dominated by one voice.

3: Focused engagement with activity directions; verbal responses sustained across most of the activity; if multiple students present, several contribute meaningfully.

4: Consistently focused, sustained engagement throughout; rich verbal responses to all activity prompts; if multiple students present, participation is broadly distributed with all voices contributing.