Edexia for California Humanities

For World History, U.S. History, American Government, Economics, AP United States History, AP World History: Modern, AP European History, AP United States Government and Politics, AP Macroeconomics, AP Microeconomics, AP Psychology and AP Human Geography.

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A document-based question on the New Deal

Short answers on the Dust Bowl

Live fact checking

Every statistic, fact and case students cite is checked against live sources.

Document-based essayU.S. History

Student 14

Using the documents and your knowledge of U.S. history, evaluate the extent to which the federal government advanced civil rights for African Americans from 1954 to 1965.

1 issue

The Supreme Court ruled segregated public schools unconstitutional in Brown v. Board of Education in 1958. Congress went further with the Civil Rights Act of 1964, which outlawed segregation in public accommodations, and the Voting Rights Act of 1965 protected the right to vote.

Be careful and double check, the AI said that "Brown v. Board of Education was decided on May 17, 1954, not 1958."

Accuracy: 1 issue found (not shown to students)

Only major errors are shared with the AI grader. Minor errors are shown here for your reference only, as they typically do not influence grading.

minorchronology

“Brown v. Board of Education in 1958”

Brown v. Board of Education was decided on May 17, 1954, not 1958.

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Added issues become a comment on the student's own words, which the student sees.

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Performance task: Argumentative essayGrade 11 ELA

Student 14Released

Instructions

10 marks

Your school board is deciding whether to require 40 hours of community service to graduate. Using the three sources, write an argumentative essay for the board that takes a position on the requirement.

Response

Our school board is weighing whether every student should complete 40 hours of community service before graduation. The board should adopt the requirement, because service connects students to the community they live in, builds skills a classroom cannot, and, with the right support, can be fair to students who already work or care for family. The strongest reason is connection. Source 1, an article by a local food bank director, describes students who started out sorting cans and ended up running the weekend distribution line. She writes that they stopped seeing the food bank as a place for other people. A requirement gives every student a reason to walk through that door at least once. Service also teaches skills that are hard to practice at a desk. In Source 2, a former volunteer explains that tutoring younger students taught her to plan, to listen, and to keep going when a lesson did not work. These are the same skills employers and colleges say they look for, and they grow from doing real work for real people. Some students argue that a requirement is unfair to those who already have jobs or look after siblings after school. Source 3, a student op-ed, makes this point well, and the board should take it seriously. However, the answer is not to drop the requirement but to design it fairly: count family caregiving and paid work that serves others, and offer service hours during the school day. With those changes, the requirement asks something of every student without punishing anyone for their circumstances.

9/10

AI grade: 9

General

Link each quote back to the question.

Teacher voice note7s

Organization/Purpose

4/4

A clear claim held to the end, with the opposing view acknowledged and answered.

Evidence/Elaboration

3/4

Sources cited and used well, but one claim has no source behind it and two points need more explaining.

Conventions

2/2

Sentences, punctuation and spelling are controlled throughout.

Rubric

Criteria description	1	2	3	4
Organization/Purpose	Little or no structure. The claim is unclear and the focus drifts, with few transitions.	Uneven structure. The claim is loosely held, and transitions, introduction or conclusion are weak.	A clear claim and an evident structure, with adequate transitions and only minor lapses in focus.	A clear claim held throughout, varied transitions, a logical flow of ideas, and opposing views clearly addressed.

Evidence/Elaboration

Little use of the sources. Evidence is thin, off point or copied, and ideas stay vague.

Uneven use of the sources. Evidence is loosely tied in, and development leans on summary.

Relevant source evidence with adequate citations and some analysis, though some ideas stay general.

Specific, well-integrated source evidence, clearly cited, with in-depth reasoning in precise language.

	0	1	2
Conventions	Frequent errors in sentences, punctuation, capitalization, grammar or spelling.	Partial command. Errors are noticeable, but the meaning mostly comes through.	Adequate command of sentence formation, punctuation, capitalization, grammar and spelling.

Overall Grade

−

9/10

Edexia 9/10

Complete

Unit test: Money and the Federal ReserveEconomics

Student 14Approve

Instructions

Question 2 · 4 marks

Explain how an increase in the federal funds rate could affect aggregate demand in the United States.

Response

A higher federal funds rate pushes up interest rates across the economy. Borrowing costs more for households and firms, so consumption and investment fall. Aggregate demand decreases.

Say why: consumption and investment are components of aggregate demand.

--/4

AI grade:

Rubric

Identifies the effect on interest rates1
Explains the effect on consumption and investment1
Links the fall in spending to aggregate demand, with reasoning2

Review, then release

Add voice notes, edit and add feedback, and release to the class once you're happy.

Unit test: Money and the Federal ReserveEconomics

Student 14

Approve

Instructions

4 marks

Explain how an increase in the federal funds rate could affect aggregate demand in the United States.

Response

A higher federal funds rate pushes up interest rates across the economy. Borrowing costs more for households and firms, so consumption and investment fall. Aggregate demand decreases.

3/4

AI grade: 3

General

Add feedback...

Identifies the effect on interest rates

1/1

Correct.

Explains the effect on consumption and investment

1/1

Correct.

Links the fall in spending to aggregate demand, with reasoning

1/2

Say why: consumption and investment are components of aggregate demand.

Unit test: Money and the Federal Reserve

Economics · 8 submissions

Edit Duplicate Release All (8)

Student	Submitted	Grade	Status
Oliver Marsh	Mon 9:12am	6/7	Approved
Ethan Brooks	Mon 9:40am	5/7	Approved
Sam Wright	Mon 10:03am	6/7	Needs Review
Lena Kovac	Mon 11:20am	4/7	Approved
Zara Hassan	Mon 1:15pm	6/7	Approved
Grace Lin	Mon 2:48pm	5/7	Needs Review
Priya Sharma	Tue 8:30am	7/7	Approved
Noah Patel	Tue 9:05am	5/7	Approved

Research with the AI tutor

The tutor looks up facts and sources with students, then asks how they support the argument.

Practice: monetary policySaved

Hand in

Practice: monetary policy

Explain how an increase in the federal funds rate could affect aggregate demand in the United States.

An increase in the federal funds rate makes borrowing more expensive. The Fed raises rates when inflation is too high. This means people spend less, so aggregate demand falls.

Try it with your class.

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Students see: feedback only (no marks)

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Unit test: Money and the Federal ReserveEconomics

Student 471

Instructions

10 marks

Explain how the Federal Reserve can use monetary policy to reduce inflation.

Response

The Federal Reserve fights inflation mainly by raising its target for the federal funds rate. When inflation runs above the 2 percent goal, higher rates increase the cost of borrowing across the economy.

Higher borrowing costs reduce consumption and investment, so aggregate demand shifts left and the price level rises more slowly.

However, monetary policy works with a lag, and it is less effective when inflation comes from a supply shock such as higher energy prices.

Benchmarking

Compare every marker side by side, and let the head of department settle the final mark.

Unit test: Money and the Federal ReserveEconomics

Student 471

Instructions

10 marks

Explain how the Federal Reserve can use monetary policy to reduce inflation.

Response

Higher borrowing costs reduce consumption and investment, so aggregate demand shifts left and the price level rises more slowly.

However, monetary policy works with a lag, and it is less effective when inflation comes from a supply shock such as higher energy prices.

GroupNone

Due Fri 16 Oct, 3:30pm Release

OverviewQ1Q2Q3

StudentSearch students	Teacher 2	Teacher 3	You	Edexia	Final	Spread
Student 471	7/10	8/10	8/10	8/10	8/10	1
Student 128	5/10	6/10	5/10	5/10	5/10	1
Student 305	8/10	5/10	8/10	8/10	7/10	3
Student 219	9/10	9/10	9/10	9/10	9/10	0
Student 064	4/10	5/10	4/10	4/10	4/10	1
Student 092	8/10	8/10	9/10	8/10	8/10	1

Unit test: Money and the Federal ReserveEconomics

Student 305

Approve question

Instructions

10 marks

Explain how the Federal Reserve can use monetary policy to reduce inflation.

Response

Contractionary monetary policy is the Fed's main tool against inflation. Raising the interest rate on reserve balances pushes the federal funds rate up, which makes borrowing more expensive and saving more attractive.

Lower spending leaves firms with weaker demand and less room to raise prices, which brings inflation back toward the target.

The cost is slower growth and possibly higher unemployment in the short run, a trade-off the Fed has to weigh.

Try it with your class.

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Analytics

See where the class is strong and where it slips, down to each student.

Economics

Class Analytics

Hide names

Strengths

•Knowledge of the content:Most students explain how the federal funds rate affects aggregate demand accurately across the last three tasks.
•Clear structure:Responses are organized around clear topic sentences.

Areas to Improve

•Using evidence and statistics:Students make claims without statistics or data to support them.
→Set a short task where every claim needs one statistic.
•Linking to the question:Paragraphs explain the content well but don't return to the question.
→Ask students to end each paragraph with a sentence that answers the question directly.
•Evaluation:Few responses weigh strengths against limitations or reach a judgement.
→Model a final paragraph that makes and justifies a judgement.

Unit test: Money and the Federal Reserve

Fri 23 Oct · AI feedback · Grade shown to students

Activity Analytics

Hide names

Overall

Strengths

•Students explain how the federal funds rate affects aggregate demand clearly.

Areas to Improve

•Few responses reach a supported judgement.
→Add a judgement sentence to every extended response this week.

Question 1 (out of 3)

Strengths

•Accurate explanations of the key concept.

Question 2 (out of 4)

Areas to Improve

•Most of the class lost marks here by making claims without statistics or data.
→Have students rewrite one paragraph with a specific piece of evidence and a sentence explaining it.

Economics

Name	Email	Activities	Practice
Ethan B.	ethan.b@riverside.edu.au	6/6	3
Grace L.	grace.l@riverside.edu.au	6/6	7
Lena K.	lena.k@riverside.edu.au	5/6	2
Noah P.	noah.p@riverside.edu.au	6/6	5
Oliver M.	oliver.m@riverside.edu.au	4/6	1
Priya S.	priya.s@riverside.edu.au	6/6	4
Sam W.	sam.w@riverside.edu.au	5/6	0
Zara H.	zara.h@riverside.edu.au	6/6	6

Lena K.

lena.k@riverside.edu.au

SubmissionsAnalytics

Student Analysis

Strengths

•Knowledge of the content:Explains how the federal funds rate affects aggregate demand accurately.

Areas to Improve

•Using evidence:Makes accurate claims without supporting them.
→Back every claim with one statistic.
•Explaining evidence:Quotes evidence but doesn't say how it supports the point.
→Follow each piece of evidence with a sentence on what it shows.

Built for California classrooms

Standards: California History-Social Science Content Standards, with the CA CCSS literacy standards for history and social studies.
Writing in every subject: Document-based questions and source-based essays.
For course teams: Give a common formative assessment, mark it blind, compare scores side by side and settle them together.

Criterion by criterion

California's state test (CAASPP) scores student writing on three Smarter Balanced rows. Set those rows on a writing task in any subject, and every comment ties back to a row. Every score is yours to change.

Organization/Purpose 1 to 4
A clear claim held to the end, ideas in a logical order with transitions, and a real introduction and conclusion.
Evidence/Elaboration 1 to 4
Relevant evidence from the sources, cited and explained, in language that fits the audience.
Conventions 0 to 2
Sentence formation, punctuation, capitalization, grammar and spelling.

Performance task: Argumentative essayGrade 11 ELA

Student 14Approve

Instructions

10 marks

Response

--/10

AI grade:

General

Add feedback...

Organization/Purpose

-/4

A clear claim held to the end, with the opposing view acknowledged and answered.

Evidence/Elaboration

-/4

Sources cited and used well, but one claim has no source behind it and two points need more explaining.

Conventions

-/2

Sentences, punctuation and spelling are controlled throughout.

Rubric

Criteria description	1	2	3	4
Organization/Purpose	Little or no structure. The claim is unclear and the focus drifts, with few transitions.	Uneven structure. The claim is loosely held, and transitions, introduction or conclusion are weak.	A clear claim and an evident structure, with adequate transitions and only minor lapses in focus.	A clear claim held throughout, varied transitions, a logical flow of ideas, and opposing views clearly addressed.

Evidence/Elaboration

Little use of the sources. Evidence is thin, off point or copied, and ideas stay vague.

Uneven use of the sources. Evidence is loosely tied in, and development leans on summary.

Relevant source evidence with adequate citations and some analysis, though some ideas stay general.

Specific, well-integrated source evidence, clearly cited, with in-depth reasoning in precise language.

	0	1	2
Conventions	Frequent errors in sentences, punctuation, capitalization, grammar or spelling.	Partial command. Errors are noticeable, but the meaning mostly comes through.	Adequate command of sentence formation, punctuation, capitalization, grammar and spelling.

Overall Grade

−

9/10

Edexia 9/10

Complete

Unit 5: Analytical Applications of DifferentiationAP Calculus AB

Student 14Approve

Instructions

Question 1 · 4 marks

Find the critical points of f(x) = x³ − 6x² + 9x + 1 and classify each as a relative maximum or minimum.

Response

f′(x) = 3x² − 12x + 9

3x² − 12x + 9 = 0 ⇒ 3(x − 1)(x − 3) = 0

x = 1 or x = 31 mark

f(1) = 5, f(3) = 11 mark

f″(x) = 6x − 12, f″(1) = −6 < 0 ∴ (1, 5) is a maximum

and (3, 1) is a minimum2 marks

Show the test for (3, 1) as well: f″(3) = 6 > 0.

--/4

AI grade:

Rubric

Finds f′(x) and solves f′(x) = 01
Finds both critical points1
Determines the nature of each point with a test2

Edexia is independent and is not affiliated with or endorsed by Smarter Balanced or the California Department of Education.

Subjects offered

World History
U.S. History
American Government
Economics
AP United States History
AP World History: Modern
AP European History
AP United States Government and Politics
AP Macroeconomics
AP Microeconomics
AP Psychology
AP Human Geography

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