Run #766

done rubric v1 session 79513853 gemini-3.7-flash 2026-09-21 02:21

What the student sent the question as it arrived, then each reading of it

OCR of the image GOOGLE_VISION

8. Daniel used of tawana for his banana stake, He gave of banana to his Little sister? Who got the greater share of banana? What value did this act of Daniel depicts?

The phone's own reading, which differs:

. Jaaie/ uhKd / ov৭ /a> 4 স4 f a o/ aa १৭ /a 3 2}#1 /3 /ट? M 9০ 9१२/0 3 2/ fowq ? wa/॥4 2A% 4८/ 0/ Daaic( ब४/#37 {

The audit's reading of the question, which is what the Product AI judged against:

8. Daniel used 1/8 of banana for his banana stake. He gave 1/3 of banana to his Little sister? Who got the greater share of banana? What value did this act of Daniel depicts?

Audit's summary: The student asked a math problem involving fractions and a scenario about sharing a banana. The tutor transcribed the question and began to explain the problem, focusing on comparing fractions. The tutor also noted that the student used a mix of Hindi and English. The student requested the answer to be written on the copy.

Transcript 434 characters · 50 stripped

Read it no speaker labels — tutor and student run together

Good evening, good evening. So, this question is for you. Daniel used 1 by 8 of banana for his banana sake. Thank you for watching. So you have to identify that which fraction is greater in this case. Okay. One is 1 by 8 and 1 by 2 I think you have written. Tell me. 1 by 8 or 2 what you have written? Copy per leak 2. Who said that? इसने बोला तो मैं ऐसे बोलने के लिए बोलो। पर्था कुमारी। इससे बात कर रहे हूँ तुम्हें? पता है? दोस्त से?

What the student sent the question as it arrived, then each reading of it

OCR of the image GOOGLE_VISION

8. Daniel used of tawana for his banana stake, He gave of banana to his Little sister? Who got the greater share of banana? What value did this act of Daniel depicts?

The phone's own reading, which differs:

. Jaaie/ uhKd / ov৭ /a> 4 স4 f a o/ aa १৭ /a 3 2}#1 /3 /ट? M 9০ 9१२/0 3 2/ fowq ? wa/॥4 2A% 4८/ 0/ Daaic( ब४/#37 {

The audit's reading of the question, which is what the Product AI judged against:

8. Daniel used 1/8 of banana for his banana stake. He gave 1/3 of banana to his Little sister? Who got the greater share of banana? What value did this act of Daniel depicts?

Transcript 434 characters · 50 stripped

Read it no speaker labels — tutor and student run together

Review team

no_issue

Product AI

nothing found

teaching Yes · mistakes No · satisfactory Yes

Each verdict takes your own. Yours is stored against the stack's, so “where is it wrong most often” is a question with an answer.

Work is the right way up Not applicable to a board session

seen
Writing is legible at video size The question image uploaded to the board is legible.

The handwritten text is readable across all frames (Frames 1-9).

seen · 95% confident
Your view
The work fills the frame Not applicable to a board session

seen
Nothing distracting in shot Not applicable to a board session

seen
The student's problem is established The question is visible from the beginning.

The problem regarding Daniel's banana share is displayed in Frame 1 and remains throughout.

seen · 100% confident
Your view
Work proceeds in followable steps No written mathematical working is developed on the board.

Across Frames 1 to 9, no written steps or mathematical calculations appear on the whiteboard, only a red mark in Frames 8-9.

seen · 95% confident
Your view
It reaches an answer The session terminates without solving the problem.

Frames 8-9 show no solution or final answer written, and the transcript derails at the end.

seen · 95% confident
Your view
Something was actually written board went from 12.93% to a peak of 32.08% covered (+19.15 points), ending at 31.51%

measured
Your view
The concept is named before the working The tutor identifies the topic as comparing fractions.

The tutor states: 'So you have to identify that which fraction is greater in this case.'

heard · 85% confident
Your view
Explained rather than jumped to the answer The tutor identifies the task but does not explain the method before getting bogged down.

The tutor clarifies the goal ('identify that which fraction is greater') right after reading the problem, but no conceptual setup is completed.

heard · 80% confident
Your view
Solved step by step, not in one leap No step-by-step solution is carried out.

Neither the whiteboard (Frames 1-9) nor the transcript show step-by-step steps to compare the fractions.

heard · 95% confident
Your view
The session opens properly The tutor greets the student and introduces the problem.

The transcript opens with 'Good evening, good evening. So, this question is for you. Daniel used 1 by 8...'

heard · 95% confident
Your view
No long dead air 0 gaps over 6.0s, 0s total (0% of the session), longest 0s

Silence is below -35.0dB — a crude measure on a phone microphone, so treat a low count as weak evidence rather than proof the tutor was talking.

measured
Your view

Observations judged, but not counted as the lab objecting

The camera holds still Not applicable to a board session

Not counted: Measured over 183 known-bad and 29 known-good camera sessions (2026-09-21): raised on 87% of the bad and 86% of the good, and the motion distributions are the same shape — median frame difference 25 on the bad set, 27 on the good. No threshold on this number separates them, so it is reported and not counted.

measured
Exposure is usable Not applicable to a board session

Not counted: Same two sets: it raised 6 of 183 known-bad and 2 of 29 known-good sessions. Both too few to mean anything, and the brightness distributions overlap almost exactly. The earlier reading that it 'fires more on clean sessions' was two sessions out of twenty-nine — noise, not an inverted rule.

measured
Understanding of the concept is checked No conceptual understanding questions were asked.

The questions asked by the tutor are purely about deciphering handwritten numbers ('1 by 8 or 2 what you have written?'), not checking conceptual understanding.

Not counted: Raised on 87% of known-bad and 80% of known-good sessions. The criterion is honest about why in its own `why`: the transcript has no speaker labels, so a real check and a rhetorical 'ok?' are often indistinguishable, and the bar ends up one almost no session clears. Still judged and shown, because reading it beside a recording is how it gets better.

heard
Your view

What the model returned verbatim

{
  "findings": [
    {
      "key": "legibility",
      "verdict": "ok",
      "headline": "The question image uploaded to the board is legible.",
      "evidence": "The handwritten text is readable across all frames (Frames 1-9).",
      "confidence": 0.95
    },
    {
      "key": "question_captured",
      "verdict": "ok",
      "headline": "The question is visible from the beginning.",
      "evidence": "The problem regarding Daniel's banana share is displayed in Frame 1 and remains throughout.",
      "confidence": 1.0
    },
    {
      "key": "structure",
      "verdict": "bad",
      "headline": "No written mathematical working is developed on the board.",
      "evidence": "Across Frames 1 to 9, no written steps or mathematical calculations appear on the whiteboard, only a red mark in Frames 8-9.",
      "confidence": 0.95
    },
    {
      "key": "completion",
      "verdict": "bad",
      "headline": "The session terminates without solving the problem.",
      "evidence": "Frames 8-9 show no solution or final answer written, and the transcript derails at the end.",
      "confidence": 0.95
    },
    {
      "key": "concept_named",
      "verdict": "ok",
      "headline": "The tutor identifies the topic as comparing fractions.",
      "evidence": "The tutor states: 'So you have to identify that which fraction is greater in this case.'",
      "confidence": 0.85
    },
    {
      "key": "explained_before_solving",
      "verdict": "weak",
      "headline": "The tutor identifies the task but does not explain the method before getting bogged down.",
      "evidence": "The tutor clarifies the goal ('identify that which fraction is greater') right after reading the problem, but no conceptual setup is completed.",
      "confidence": 0.8
    },
    {
      "key": "concept_checked",
      "verdict": "bad",
      "headline": "No conceptual understanding questions were asked.",
      "evidence": "The questions asked by the tutor are purely about deciphering handwritten numbers ('1 by 8 or 2 what you have written?'), not checking conceptual understanding.",
      "confidence": 0.9
    },
    {
      "key": "step_by_step",
      "verdict": "bad",
      "headline": "No step-by-step solution is carried out.",
      "evidence": "Neither the whiteboard (Frames 1-9) nor the transcript show step-by-step steps to compare the fractions.",
      "confidence": 0.95
    },
    {
      "key": "opening",
      "verdict": "ok",
      "headline": "The tutor greets the student and introduces the problem.",
      "evidence": "The transcript opens with 'Good evening, good evening. So, this question is for you. Daniel used 1 by 8...'",
      "confidence": 0.95
    }
  ]
}

Duration	109s (1.8 min)
Video	1280×800 @ 10.0fps
Audio track	yes
Shot changes
Dead air	0 gaps ≥6.0s · 0s total · longest 0.0s
Luma	avg 69.9 · min · max
Medium	board 79.2% flat background
Content written	12.93% → 31.51% (+19.15)
Transcript	434 characters of speech
Frames	9

Run #766

The recording

What the student sent the question as it arrived, then each reading of it

Transcript 434 characters · 50 stripped

What the student sent the question as it arrived, then each reading of it

Transcript 434 characters · 50 stripped

Review team

Product AI

Measured

What the model returned verbatim

Frames in order, one every ~12s