GET - Teacher Action Plan

curl --request GET \
  --url https://api-staging.crazygoldfish.com/action-plan/v1/k12/teacher/{exam_id} \
  --header 'Authorization: Bearer <token>'

{
  "data": {
    "exam_id": "fafa2338-97d8-4e16-af86-5c71af83522c",
    "exam_name": "Chemistry",
    "status": "Completed",
    "created_at": "2025-09-18T04:14:56.588367",
    "action_plan": [
      {
        "action": "Provide targeted lessons that clarify the differences between suspensions and colloids, emphasizing that both can be separated by filtration under specific conditions. Use visual aids and practical examples to reinforce this concept and include exercises that require students to classify mixtures by their separation methods to solidify understanding.",
        "students": [
          "4",
          "7",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly understand that suspensions can be separated by filtration but often overlook that colloids can also be separated by this method under certain conditions. This leads to selection of incomplete answers.",
        "question_number": "Q5"
      },
      {
        "action": "Review the fundamental properties of solid-liquid mixtures, specifically the differences between suspensions and colloids, focusing on how particle size and suspension stability affect light scattering and settling behavior over time. Use visual demonstrations and examples to reinforce these concepts.",
        "students": [
          "7",
          "17",
          "4"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly misunderstand the scattering properties of mixtures P and Q over time, confusing the behavior of suspensions and colloids and their light scattering characteristics after several days.",
        "question_number": "Q7"
      },
      {
        "action": "Provide targeted lessons or discussions emphasizing the difference between bulk phenomena and surface phenomena in evaporation. Use visual aids or experiments to demonstrate that evaporation occurs mainly at the surface, reinforcing the concept's accurate understanding.",
        "students": [
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly misunderstand that evaporation involves the entire body of liquid rather than primarily the surface particles. This leads to confusion about the correct conceptual explanation of evaporation.",
        "question_number": "Q13"
      },
      {
        "action": "Provide targeted instruction focusing on how to analyze assertion-reason questions, emphasizing understanding the logical connection between statements, specifically in the context of pure substances and elements. Use examples to illustrate how a reason can correctly explain an assertion to help solidify conceptual understanding.",
        "students": [
          "4",
          "7"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students generally understand the individual truth of statements about pure substances and elements but struggle to correctly identify and explain the relationship between assertion and reason, particularly how the reason supports the assertion.",
        "question_number": "Q14"
      },
      {
        "action": "Focus instructional time on teaching how to analyze and explain relationships between related concepts. Use examples where students must explain why one statement supports or explains another, reinforcing the importance of understanding underlying reasoning rather than just factual correctness.",
        "students": [
          "4"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students are able to identify correct statements individually but struggle to understand and articulate the logical connection or explanation between them, missing key reasoning that links the concepts.",
        "question_number": "Q15"
      },
      {
        "action": "Provide targeted lessons emphasizing the key physical properties used to identify pure water, such as boiling and freezing points at atmospheric pressure, and clarify the fundamental difference between smoke and fog focusing on their particle compositions (solid vs. liquid). Use concrete examples and encourage students to justify their answers based on scientific principles to build accurate conceptual understanding.",
        "students": [
          "4",
          "7",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly misunderstand the criteria to confirm the purity of water and the primary difference between smoke and fog. Many overlook the importance of physical properties such as boiling and freezing points for water identification, and confuse particle composition with density when distinguishing smoke from fog.",
        "question_number": "Q16"
      },
      {
        "action": "Emphasize to students the importance of carefully reading and answering all parts of a question, specifically the need to provide all required responses such as multiple elements if asked. Use targeted practice questions that require listing specific elements with reasoning, and provide immediate feedback highlighting completeness and relevance. Additionally, clarify criteria for partial credit to encourage students to attempt full answers and recognize partial knowledge.",
        "students": [
          "4",
          "7",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students often fail to provide all required elements in their answers, either by mentioning only one element when two are requested, or by providing elements that are not relevant to the specific criteria given (e.g., elements derived from Latin names). There is also inconsistent recognition of partial credit for partially correct answers.",
        "question_number": "Q17"
      },
      {
        "action": "Encourage students to attempt answering all parts of a question, even if unsure, and emphasize the importance of referencing complete and accurate information from the textbook. Use guided practice to reinforce recalling all relevant postulates and explaining their significance fully.",
        "students": [
          "4",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students demonstrate partial understanding of Bohr's postulates but struggle to provide complete or comprehensive answers, with some not attempting to answer at all.",
        "question_number": "Q18"
      },
      {
        "action": "Review and reinforce the precise definitions and terminology related to phase changes, emphasizing the differences between vaporisation, sublimation, solidification, and condensation. Use visual aids and hands-on demonstrations to help students correctly identify substances and the processes involved in state changes.",
        "students": [
          "17",
          "4",
          "7"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly confuse the specific terms used for phase changes, particularly between 'vapourisation', 'sublimation', 'boiling', and 'condensation'. Additionally, there is a misunderstanding in identifying substances in different states, such as mistaking water vapour for air.",
        "question_number": "Q19"
      },
      {
        "action": "Provide focused review sessions on the properties and classifications of common chemical substances, emphasizing iodine and its uses. Reinforce understanding of key scientific terms such as emulsions and foams with clear definitions and relatable examples. Encourage all students to attempt answering questions to demonstrate their reasoning, possibly through scaffolding techniques and formative assessments that build confidence.",
        "students": [
          "17",
          "4",
          "7"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly misunderstand or incorrectly identify the chemical properties and classifications of substances such as iodine and its derivatives, and struggle to provide accurate definitions and examples for scientific terms like 'emulsion' and 'foam'. Additionally, some students do not attempt answers, indicating a lack of engagement or confidence.",
        "question_number": "Q20"
      },
      {
        "action": "Teachers should focus on reviewing and clarifying core concepts including atomic structure, ion formation, and chemical nomenclature. Use targeted practice exercises that require students to explicitly state differences, correctly classify polyatomic ions, and apply naming conventions accurately. Encourage all students to attempt answers to promote engagement and partial credit opportunities. Reinforce learning through formative assessments and concept checks to identify and address misconceptions promptly.",
        "students": [
          "4",
          "7",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Many students either did not attempt parts of the question or provided incomplete or incorrect responses related to fundamental chemistry concepts such as the difference between atoms and ions, identification and examples of polyatomic ions, and chemical nomenclature. There is a general lack of clarity in defining key terms and applying correct examples or names, indicating gaps in foundational understanding and precision in scientific communication.",
        "question_number": "Q21"
      },
      {
        "action": "Focus teaching on clarifying the relationship between protons, electrons, and atomic charge. Use visual aids to illustrate electron loss or gain in ions, reinforce the concepts of neutral atoms versus ions, and provide exercises that require explaining electron configurations and charges to build deeper understanding.",
        "students": [
          "4",
          "17",
          "7"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly struggle with correctly explaining the electron configuration of ions, specifically Na⁺, and misunderstand the concept of atomic charge neutrality, often confusing the neutral atom with ions carrying positive or negative charges.",
        "question_number": "Q22"
      },
      {
        "action": "Provide targeted instruction reviewing Rutherford's alpha-particle scattering experiment, emphasizing the key observations (most particles passing through, some deflected at small angles, very few rebounding) and how these lead to conclusions about the nuclear model of the atom. Use visual aids and interactive activities to clarify these points. Encourage students to always attempt answers even if unsure, guiding them on how to express partial understanding. Reinforce accurate scientific terminology and clear reasoning in explanations.",
        "students": [
          "4",
          "7",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Several students showed a lack of clear understanding of Rutherford's alpha-particle scattering experiment and its implications. Common issues included no attempt at answering, confusion around key observations (such as the frequency of particle deflection and rebound), unclear or inaccurate explanations of the limitations of Rutherford's model, and not explicitly linking experimental observations to atomic structure inferences.",
        "question_number": "Q23"
      },
      {
        "action": "Teachers should explicitly review the definitions of fundamental scientific laws and concepts with students, emphasizing precise explanations rather than just naming terms. Instruction should reinforce correct scientific vocabulary, particularly relating to atomic structure. Encourage all students to attempt answers even when unsure to build their confidence and allow for partial credit. Use formative assessments to identify misconceptions and clarify misunderstandings promptly.",
        "students": [
          "17",
          "4"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students commonly failed to provide complete definitions for scientific laws and demonstrated gaps in understanding key terminology related to atomic structure. Some students did not attempt to answer questions, resulting in lost opportunities for partial credit. There is also confusion regarding specific terms such as 'discrete orbit' versus 'energy levels'.",
        "question_number": "Q24"
      },
      {
        "action": "Encourage students to attempt all parts of the questions by providing partial work or reasoning, even if uncertain. Scaffold instruction with step-by-step examples of how to calculate molecular masses and percentage composition, and provide guided practice with immediate feedback to build confidence and reduce avoidance of answering.",
        "students": [
          "4",
          "17"
        ],
        "action_type": "Remediation",
        "overall_insight": "Students are not attempting to answer the questions or provide any calculations or reasoning, resulting in no marks being awarded. There is a clear reluctance or difficulty in attempting the required percentage composition and molecular mass calculations even when unsure.",
        "question_number": "Q25"
      },
      {
        "action": "Focus lessons on the fundamental definition of valency as the combining capacity of an element, using clear, simple examples like magnesium and oxygen. Encourage students to attempt answers, even if unsure, to develop confidence and allow for partial credit. Provide targeted practice on identifying valency without introducing confusing extraneous details.",
        "students": [
          "4",
          "17",
          "7"
        ],
        "action_type": "Remediation",
        "overall_insight": "Many students either did not attempt the question or provided incomplete or partially incorrect explanations of valency. There is a notable confusion about the definition of valency and its relation to the examples given, with some students focusing on irrelevant details such as electronic configurations or unrelated elements.",
        "question_number": "Q26"
      }
    ]
  }
}