AUDIT OVERVIEW

The first tab on the Performance page will show you your audited sessions, your overall audit score percentile in the expert community, and the breakdown of your dimension scores. You can access the specific audit criteria and feedback for each session by clicking on the detail button of the session in question. You can file a dispute for any of your most recent sessions by clicking on the dispute button and following the prompts.

You’ll notice that there are tool tips next to the headings of each metric which will direct you to the relevant training documents.

STUDENT SUCCESS

The middle tab will take you to your student-related metrics including your student ratings, your claimed-but-unanswered (CBU) and low-star rating metrics. Remember to practice all of our best tips and tricks to make sure your students have the best 5-star session experience! The chart will track your student ratings over time and provide the average rating at the top of the page. 

On the other hand, you want your CBU and low-star rating statistics as low as possible. Make sure these metrics don’t get too high or you risk getting your account banned or even permanently suspended.

BIDDING STATISTICS

Navigating to the last tab on the Performance page will take you to your workspace related metrics, including the total number of completed sessions, number of claimed sessions, and other bidding metrics. You can also click on the tooltips next to these metrics to view the relevant training documents to help you improve your performance.

You can adjust the timeframe for these metrics to view the most recent ones (the current date, the last 7 days, 30 days, 90 days) or adjust to set your own custom date range. You can also view and select your metrics for different subjects that you are certified for.

At Got It! our core values are helping students learn while always providing useful information and interactions.  We want to ensure a positive experience by providing consistent and accurate explanations.

What parts make up a great student experience?

• Explain each step while solving a problem, beginning with the general knowledge needed to solve the problem
• Present a visually appealing and easy to understand explanation
• Demonstrate polite, friendly, and helpful customer service that is attentive to students’ needs and questions
• Answer accurately and consistently
• Provide safe, non-personalized interactions

As such, we’ve developed 5 categories on which Experts are audited:

1. Format — the structure in which the explanation breaks down the problem into logical steps to solve the problem
2. Polish — the ease of reading through the explanation
3. Service — the manner in which the explanation is conducted
4. Accuracy — the correctness of the explanation and solution
5. PII (personal identifiable information) — the anonymity within the learning sessions

This FAQ is pivotal to understanding the guidelines to which Auditors review a session.  All Experts are strongly encouraged to read through this document and understand it completely.

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 FORMAT

4 criteria are used to score for Format:

• Proper concept, method, or general steps to solve the problem
• Step-by-step math
• Step-by-step worded explanation
• Piece-by-piece explanation and timing of overall explanation

At Got It!, we value learning by providing explanations, not just giving answers.  Any explanation that solely provides answers will receive the lowest score automatically.

This is an example of an ‘A’ score.  Note how the example satisfies all 4 criteria.

This is an example of a ‘B’ score.  Note how the example satisfies only 3 out of 4 criteria since it does not piece out the explanation and sends it in one big message several minute after the concept.

This is an example of a ‘C’ score.  Note how the example satisfies only 2 out of 4 criteria since the concept is unhelpful and the explanation is not pieced out.

This is an example of a ‘D’ score.  Note how the example only provides the answer to the question.  This is an automatic D score.

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POLISH

2 questions to consider when creating your explanation:

• Is it necessary to use the editors/tools available given the problem at hand?
• If so, were the editors/tools used appropriately?

At Got It!, we expect our sessions to be polished and easy to understand.  We have a number of tools available to craft beautiful explanations, so please visit the Portal Tools section of the Training – FAQ section.

This is an example of a ‘No’ score.  Note how much more difficult it is to understand the math.

This is an example of an ‘N/A’ score.  Note how the question asked does not warrant a response with editor usage.

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SERVICE

4 criteria are used to score for Service:

• Conduct: Polite and helpful tone
• Conduct: Proper English in grammar, spelling, and full sentences
• Interaction: Addressing student questions and frustrations with appropriate context
• Interaction: Addressing student questions and frustrations with appropriate timing (< 1 min response)

At Got It!, we know students are frustrated and anxious when stuck on a problem — and that learning goes beyond content and knowledge.  A good session will not only provide the necessary explanation to become unstuck, but also to alleviate these anxieties and promote learning.

Our service criteria is broken up into two categories — Conduct & Interaction

• Conduct — Assesses for how an Expert carries him/herself through a session.  Proper conduct must be carried out in all sessions to ensure a friendly and helpful environment to learn.
• Interaction — Assesses the exchange in messages between student and Expert.  Not all sessions will have a talkative student, but for the ones that do, Experts must engage with the student by answering questions appropriately or calming the student if he/she is frustrated.

This is an example of meeting 2 out of 2 criteria for Conduct.  Note the proper English and tone.

This is an example of meeting only 1 out of 2 criteria for Conduct.  Note the proper English but rudeness in tone.

This is an example of meeting 0 out of 2 criteria for Conduct.  Note the improper English and rudeness in tone.

This is an example of meeting 2 out of 2 criteria for Interaction.  Note the proper addressing of the message contextually and timely — the Expert calms the student’s frustration while answering the message in less than a minute.

This is an example of meeting 1 out of 2 criteria for Interaction.  Note the improper addressing of the message contextually but proper addressing timely — the Expert does not address the student’s “help me” and continues to the explanation.

This is an example of meeting 0 out of 2 criteria for Interaction.  Note the improper addressing of the message contextually and timely — the Expert does not address the student’s “i don’t know what to do” and continues to the explanation several minutes later, leaving the student frustrated for half the session with no information given.

In addition, please visit the New Portal Improvement FAQ for a new feature that prompts the student to give a suggested response during the session.  We will ask the student for you if they understand the explanation thus far — if the student selects “No, I need more detail” it is the Expert’s responsibility to address that response with proper context and within a timely manner.

This is an example of meeting 2 out of 2 criteria for Interaction for suggested response.  Note the proper addressing of the message contextually and timely.

This is an example of meeting 1 out of 2 criteria for Interaction for suggested response.  Note the improper addressing timely but proper addressing of the message contextually — the Expert provides more detail for the explanation but does not do so within the minute.

This is an example of meeting 0 out of 2 criteria for Interaction for suggested response.  Note the improper addressing of the message contextually and timely — the Expert does not address the student’s “which is the result”, does not provide much more detail, and does not answer within the minute.

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ACCURACY

In order for students to trust Got It!,  we need to ensure our explanations are complete and accurate.  Since this is such an important category, we have created a separate FAQ for how to ensure accurate sessions.  For more information please see the Accuracy FAQ.

Accuracy is scored a simple Yes, No, or Not Applicable.  For more information please see the Audit Scoring FAQ.

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PII

At Got It!, we protect the identities of our Experts and students to ensure a safe and anonymous learning environment.  As such, we expect our Experts and students to never ask or provide personal information.  If found to provide or elicit PII (personal identifiable information), the Expert or student will be immediately removed from the platform.

Possible PII includes but is not limited to:

• Usernames of Got It! accounts or any other medium/sites
• Links or images to any profiles of any medium/sites
• E-mails
• Phone numbers
• Addresses

This is an example of a PII violation.  The Expert was immediately terminated, regardless of his quality of work.

What makes a 5 star-rated session?

(Getting low ratings? Looking for ways to improve your sessions?)

Study experts with higher ratings are routed more questions for bidding AND are more likely to win the bid. Here are some tips from our 5-star Study Experts that can help raise your rating.

Remember, our mission is ensuring the highest educational sessions for our students – not only providing the correct answer, but also helping them understand the concepts and how to apply them to get the correct answer.

• Ensuring the student understands the explanation and final answer
• Slicing your explanation multiple times so the student can follow along
• Engaging and updating the student as you are working
• Use of proper English and grammar
• Using LaTex or Wiris editor
• Setting time expectations
• Clarifying the question
• Closing out of a session properly
• Things to avoid

Ensuring the student understands the explanation and final answer

• After providing the concept, step-by-step explanation, and final answer – ask if the student understands how you arrived at the final answer. Also, help clarify if (s)he does not understand – remember, just because you have provided the final answer does not mean the session over. The student may have additional questions.

• Do not continue explaining a problem if the student is clearly not following.

Slicing your explanation multiple times so the student can follow along

• Slice your explanations in multiple parts – this way shows the students you are continuously working on the problem and gives the students a chance to speak up if they are unclear about a particular step. Students have a much better experience with Experts who use slicing since they feel they are not waiting as long for a solution.

• Do not lump the entire explanation into one message – this method has a greater chance of a confusing a student during the explanation, causing you to explain the step again and spending more time on a problem. Additionally, note the blue text in the below explanation – hyperlinks to external sites are strictly forbidden and will result in disciplinary action.

Engaging and updating the student as you are working

• Talk to the student throughout the session – this method lets the student know you are working through problems, putting him/her at ease. Remember, these students may be potentially stressed from being unable to complete the problem – this is your chance to help ease their frustrations and make learning a more enjoyable experience!

• Do not ignore what the student says or disappear for the majority of the session to solve the problem. These sessions are a dialogue between Expert and student, so answer appropriately and follow up with questions they may have.

Use of proper English and grammar

• A majority of our students are English speakers, so using good English improves the quality of your explanations.

• Poor English and typos will make explanations harder to understand and potentially confuse the students more.

Using LaTex or Wiris editor

• The LaTex and Wires editor makes equations easier to understand – it is crucial to use these tools as mathematical problems are difficult to type and read using plain text.

• Not using the LaTex and Wires editor increases the chances a student will get lost during the explanation. Take a look at the difference between the example above and below – see how much easier it is to read mathematical equations after being processed by LaTex and Wires?

Setting time expectations

• Let the student know that it will take a few minutes to solve the problem. We understand some problems may be more difficult and take longer to explain, which is why we also recommend splitting up the explanation (as already mentioned above) to walk the student to the correct answer.

• Do not leave the student to solve the problem without telling him/her how long it will take. Students may have their own idea for how long it takes an Expert to solve a problem (we call them Experts for a reason) and be upset if you do not meet their expectations – increasing the chances that they would give a low rating.

Clarifying the question

• When an image contains more than one question, it is a great idea to clarify which question the student wants answered so an Expert does not answer the wrong one. This also sets the expectations with the students that only one question can be answer per session.

• Do not answer whichever question you think the student wants. Always clarify the question as not doing so may lead to answering the wrong question and being unhelpful to the student.

Closing out of a session properly

• Ask the student if (s)he needs any more help with the problem. If not, thank the student for using Got It! and end the session politely.

• TIP – if you are still working on the problem there is a new shortcut, /time2, that notifies the student that you will continue working on the problem even after the 10-minute timer has expired.
• Do not just provide the answer and ask the student to close the session. Students evaluate the entire session from beginning to end – it is in your best interest to be kind and courteous until the student closes the session.

TWO THINGS TO ABSOLUTELY AVOID, NO MATTER WHAT

• Students expect Experts to be able to answer their questions correctly and explain how to get to the correct answer. Do not claim a question unless you are ABSOLUTELY certain you can solve it. Providing incorrect answers always leads to a low-rated session and the potential suspension/termination of a contract.

• While we are all human and make mistakes sometimes, if a student is telling you that you don’t understand the question, do not continue to try answering the problem until you clarify what problem the student needs. A student is sending in a problem expecting an answer to that problem – providing an irrelevant answer leads to a low-rated session.

Accuracy

 

While working as a Study Expert, accuracy is extremely important at Got It! Students come to Got It! for accurate explanations of problems they are stuck on and incorrect explanations cause students to never return and decrease question flow.

Our auditing program identifies inaccurate explanations regularly and depending on the number of violations, these Experts are suspended or have their contracts permanently terminated.

Accuracy is also a key part of your Expert performance.  So always be sure you’re giving accurate explanations to the precise question that was asked!

What are some methods to help you provide accurate explanations?

• Read and understand each problem before bidding
  • Experts sometimes bid on questions that they can’t actually solve. This might be because of the explanation time limit or due to the difficulty of the subject matter. Experts that claim questions they cannot explain waste students’ time and give an extremely poor user experience. This also hurts your accuracy scores. The skip option is available to prevent these situations. Skip when you’re not sure!
• Confirm with the student the correct question and their understanding.
  • Sometimes it’s unclear to Experts which question the student needs help with or which part of the problem is unclear to the student. Engaging with the students in these types of dialogues guarantees you will not explain the wrong question and also helps you explain the difficult part more efficiently to the student.
• Pay attention to the requirements of questions posted from an online platform.
  • These types of questions normally come with super specific requirements, such as units, decimal places, and presentation format. Students can instantly check for the accuracy of your delivered answers right after you submit them. And a mathematically correct solution but in the wrong format as required by the system will highly likely result in a low student rating. Therefore, it’s crucial to read the question carefully and double-check your work to make sure it meets all the requirements before wrapping up your session.
• Wolfram Alpha
  • Not every problem can be solved by Wolfram Alpha, but some can. It’s highly encouraged to enter your problems into Wolfram Alpha when applicable to check if your explanation is correct. If Wolfram Alpha confirms your explanation then you can be even more confident that your concept/theory and explanation are also correct.
• Take your time
  • Students might ask “Hurry!” or threaten low ratings based on speed. This can cause pressure and stress but in the long run, rushing through your explanation can result in inaccurate explanations and eventual contract termination.
• Double-check your work
  • We know the timer is ticking and the student is sometimes in a hurry. Regardless, the last thing a student expects is an inaccurate explanation. Double-checking your work significantly improves accuracy rates.

Examples

Here are 2 examples of questions with super clear requirements for the submitted final solutions:

 

 

Below please find some examples of sessions marked inaccurate for very simple mistakes caused by rushing and not double-checking work. These often result in suspension and even termination of the contract.

You’ll notice below that the Expert made a simple calculation error. The equation would be 14,850,000/x – 14,850,000/(x+2200)=75.  After solving this we are left with 19,800.  The Expert listed 1,98,000 and therefore his answer was marked as inaccurate.

Example 1:

Question:

Answer:

In this second example, we can see a simple calculation error. If you look at the problem below, it clearly says “the length of a rectangle is 3 more than its width.” One of the equations is l=3+w but the Expert wrote l=3*w.  This resulted in an incorrect answer because of this error and therefore is marked as inaccurate.

Question 2:

Answer 2:

Remember Experts, everyone is audited so please make sure to use the suggested actions above to protect yourself from providing inaccurate answers.

I’VE BEEN SUSPENDED!

…now what? What does this mean?

Here at Got It!, we’ve developed a product we truly believe in — with Experts of the highest caliber to carry out this product and deliver quality content.  Since Experts (such as yourselves) are such a major component of this product, we need to ensure all sessions and actions within the platform continue to perform at the desired quality and capacity.  As such, our Got It! policies were created and enforced — it is the lack of following these policies that may need to one of the following disciplinary actions:

• Suspension — 3 to 30 days temporary suspension
• Decertification — removal of a subject
• Off-boarding — permanent ban

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Disciplinary Triggers

Sessions are subject to auditing for the 5Ds of our company policy and are given ratings by our student users.  Low audit scores trigger temporary suspension while multiple audit scores and multiple low student ratings result in decertification or off-boarding.  The details for which these triggers are below:

• Suspension
  • Format score of D
  • Service score of D
  • Accuracy score of No (specifically for the wrong concept used)
• Decertification
  • Multiple Accuracy scores of No
  • Multiple low student ratings
  • Multiple claimed but unanswered (CBU) sessions
• Off-boarding
  • Multiple Format scores of C or D
  • Multiple Service scores of C or D
  • PII score of Yes

In addition, we expect all experts to maintain a level of professional behavior when talking in session.  As such, behavioral actions may also trigger disciplinary action.  This includes but does not limit to:

• Use of profanity or rudeness to student
• Unprofessional behavior
• Collusion/fraud

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Early prevention

To steer clear of violating our disciplinary regulations, consider these practical suggestions:

1. Attentiveness to Audit Feedback: Carefully review feedback provided by auditors. This will help you pinpoint areas in your explanations that require enhancement. Strive to incorporate these improvements in your subsequent sessions.
2. Mitigation of Incomplete Sessions (CBU – Claimed But Unanswered): Refrain from delivering an excessive number of incomplete sessions, where you claim questions but don’t provide answers. A general guideline is to maintain a CBU rate below 18%.
3. Caution Regarding Low Ratings: Keep in mind that students might occasionally leave unjustified ratings, which have a limited impact on your overall student rating score. If you consistently receive low ratings, consider taking a break, reviewing auditor feedback, and revisiting the training material focused on achieving 5-star ratings from students here.

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Other useful information

• How can I tell how long I’ve been suspended?
  • You will receive an e-mail communication regarding the details of your suspension.  In addition, when you attempt to log into the Expert Portal, you will receive a time and date (in Central Time) for when your suspension will be lifted.
• Does receiving a warning or suspension affect my ranking?
  • No, the two are separate processes.  However, audit scores are the key influences to both ranking and disciplinary actions.
• Can I get suspended or off-boarded while I’m still logged into the Expert Portal?
  • Yes, the suspension and off-boarding will log you off the Expert Portal and provide you with the expected time and date (again, in Central Time) for when you can re-enter.