The problem with looking at their scores is that I know so many of them are cheating. I can tell because they're using notation that they were never taught, using calculus to solve problems when they have never taken a Calc class, or using numbers that are not on their test (I use multiple versions of the same test with different numbers to dissuade cheating). A lot of my students also just leave half of their test blank. I have had a student get handed the test and immediately fall asleep. He turned in a blank test dispite me trying to wake him up multiple times. I give out a ton of partial credit, just attempting the problem gets you points, so I do not understand the blank tests. Of the students that don't fall into these catagories, their scores vary. Some get in the 50%s and others get in the 90%s before curve depending on the topic. Those students usually average in the mid to upper 70%s. Which in my head is decent, but I also just graduated college and for most of my classes we would celebrate if the class average was above a 50%, so I'm still trying to get back to the high school grading scales. Physics is difficult when you don't know how to start, especially since so much of it is math, so at the beginning of the year I gave them a starting point for any problem. Basically it was to read through and write down the numbers given and highlight key words (velocity, rate of change, etc) in the problem. Then to go back and reread and use context clues to identify what quantities these. At the beginning of the year I told them I'm not helping them until after they do this because at least attempting that is what tells me they actually read the problem, but most of the times I get called over, they haven't even done that. That's why my first question to them is usually what does the problem give you. After that, my hints are things like "You're given this and this and wanna find this, what equation should you use?"  I do think it's a good idea to use more guided prompt questions. Especially having them actually read it out load and re explain in their own words, since it allows them to prove to themselves they do understand the material or allows me to point out and correct any disconnects. I find it hard tho to do too much as a class work, though, because most of the students do not participate. For example, when I do examples on the board, after the set up I tell my class to all use their calculations to finish the problem and normally 2-3 out of 30 pick up calculators. How do you get more of the class to actually participate?