ETEC 648- Session 6: Grading

1. Give three purposes for grading in an online class. Explain each one and then provide an example or guideline for accomplishing each purpose.
• To perceive student engagement- According to Dr. Newberry, it can be difficult to determine student engagement in online courses. The instructor can grade based on the number of times students login to the LMS, count how many times the student responds in online discussions, and/or count the number of words in each response.
• To guide or shape student performance- Dr. Newberry believes this is the most important reasons to grade online work. Grading can give students information that will help them make connections and apply what they learn in their future work. If a student does not understand something, this is the opportunity for the instructor to help them.
• To motivate students- Students are motivated when they receive frequent feedback from the instructor. To keep students engages and focused, assignments need to be small and graded frequently.
2. You have been called to consult with a university which is about to create a brand new totally online graduate program in leadership education. As part of your consultation you have been asked to provide a short written policy (for the student and instructor handbooks) related to grading policy. List (bullet list) the top five issues your policy will address.
• Due Dates
• Late Penalties
• Revision Attempts
• How to Submit Assignments
• Grade Weight
3. As part of the consultation with the university on creating an online program you have been asked to create a rubric that can be used across all program classes to grade the online discussions. The idea is to provide a single rubric that is generalized enough to provide a guide for student engagement in the discussion, and for instructors to be able to grade the discussions with a minimum of effort. Students in these classes are all professional educators with a college education. Each class is required to have one discussion each week and the discussion is the only planned method for student-student interaction in the class. It has been decided that discussions will be worth 30 points and this represents 30% of the total points available in the session. The rubric you create must be simple for the instructor to use but specific enough so that students clearly understand what they are to do and why they get the grade they receive.
I used our RUSD writing rubric for sixth grade as a resource for writing my rubric because it includes the basics for writing that I think transfer over to writing in an online discussion.

9 to 10 points- Thorough Evidence of Mastery 7 to 8 points-Adequate Evidence of Mastery 5 to 6 points- Partial Evidence of Mastery 0 to 4 points- Minimal evidence of mastery
Original Post Responds skillfully to all parts of the promptStrong use of organization of ideas, concepts and information Responds to all parts of the promptOrganizes ideas, concepts and information Responds to most parts of the promptLimited use of organization of ideas, concepts and information Responds to few or no parts of the promptLittle or no use of organization of ideas, concepts and information
Engagement More than 3 posts that integrate supporting evidence such as facts, details, questions, quotations, or examples to make connections and support their responses A minimum of 3 posts that include supporting evidence such as facts, details, quotations, or examples to support their responses 2 to 3 posts that include some supporting evidence such as facts, details, quotations, or examples to support their responses Posts do not include supporting evidence
Writing Conventions Demonstrates exemplary command of grammar, capitalization, punctuation and spelling (No errors) Demonstrates command of grammar, capitalization, punctuation and spelling (1-2 errors) Demonstrates limited command of grammar, capitalization, punctuation and spelling (3-5 errors) Demonstrates insufficient command of grammar, capitalization, punctuation and spelling (6 or more errors)

Original Post Score: ___/10
Response Score: ___/10
Writing Conventions Score: ___/10
Total Score: ____/30

RUSD_Informative-Exp__Rubric-6th_Gr__8-25-14
4. Choose a topic that is familiar to you and create three excellent learning objectives. Explain why the objectives you create are excellent.
Subject: Math- The Number System: Division
Standard: 6.NS.B.2- Fluently divide multi-digit numbers using the standard algorithm.
Students will use compatible numbers to find the estimate to division problems with two-digit divisors.
Students will divide multi-digit dividends by multi-digit divisors. (4,342 divided by 12)
Students will divide decimal dividends by multi-digit divisors. (304.75 divided by 53)
5. Describe an eLearning activity that will have students meet one or more of the objectives you just created.
Students will create a Google Slideshow that gives an step-by-step example of how to use compatible numbers to estimate quotients, how to divide multi-digit dividends by multi-digit divisors, and how to divide decimal dividends by multi-digit divisors. They can create a video to add to their presentations that shows how they met the objectives, or they can type and explain their work. They can create their video using the video camera on a Chromebook, on an iPad, or use the app Explain Everything on the iPad to create a screencast of their work.
6. Explain how you will grade the student work in the above activity. For example you may want to provide a rubric or describe other methods used.

4- Thorough Evidence of Mastery 3- Adequate Evidence of Mastery 4- Partial Evidence of Mastery 5- Minimal evidence of mastery
Objective #1 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Objective #2 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Objective #3 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Quality of Slideshow Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

Objective 1: __/4
Objective 2: __/4
Objective 4: __/4
Quality of Slideshow: __/4
Total Score: ¬¬¬¬¬___/16
http://www.ohiorc.org/orc_documents/orc/adlit/units/…/rubricpowerpoint.doc
7. Explain how you will provide feedback to the student in the above activity. Include an example of your feedback if possible.

4- Thorough Evidence of Mastery 3- Adequate Evidence of Mastery 4- Partial Evidence of Mastery 5- Minimal evidence of mastery
Objective #1 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Objective #2 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Objective #3 Demonstrates thorough knowledge of objective by providing a clear step-by-step example with explanations and elaborations, and has no mathematical errors Demonstrates adequate knowledge of objective by providing a clear step-by-step example with explanations but does not elaborate, and may have a mathematical error Demonstrates partial knowledge of objective by providing a step-by-step example but is not clear and may have some mathematical errors Demonstrates minimal knowledge of objective by providing an unclear example that has many mathematical errors 
Quality of Slideshow Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

Objective 1: 4/4
Objective 2: 3/4
Objective 4: 2/4
Quality of Slideshow: 3/4
Total Score: ¬¬¬¬¬12/16
Teacher Comments: You did a great job on showing how to use compatible numbers to estimate your quotient. You did a good job on creating your slideshow. The images that you added made your slideshow more interesting. You need to use SMP 6- Be precise when you are dividing whole numbers and decimals because there were mathematical errors in both examples.

8. Quote your best entry from this week’s Blackboard discussion. Explain why you chose it and what it demonstrates about your understanding, learning process etc.
My response to Laura’s post below was my best entry this week because I explained our report cards system to her. It was on my mind because we were about to work on our report cards and our district had just given us the new guidelines to go with our new report cards.
Hi Laura,
Before my students see their trimester report card, I give them a blank copy of the report card and have them fill it out according to how they think they are doing. They are especially accurate the first trimester when they know that I will be meeting with their parents at parent conferences. For elementary report cards in our district, we do not average grades for exactly the same reasons you mentioned above. Our grades are a reflection of how well they have mastered the standard at the end of instruction, not while they were learning. One problem with this is how differently each teacher may grade his or her students. Some teachers still use averages, but others might be too lenient. Homework is not supposed to be a part of their grades either. Our grades are now a 1 (minimal evidence of mastery), 2 (partial evidence of mastery), 3 (adequate evidence of mastery), and 4 (thorough evidence of mastery). This is basically the same as our previous proficiency levels of Below Basic, Basic, Proficient, and Advanced, but now we will be using numbers to represent their grades.

As sixth grade teachers, we are trying to prepare our students for middle school where their grades will be averages and where their homework will be a percentage of their grade, but at the same time, we need to adhere to the guidelines set by the district for grades. We use the four-point scale in all of our grading.
Griselda

9. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student’s contributions to the Blackboard discussion.
Laura wrote a great post about grading on our discussion board. She made some very valid points about grading in elementary school. I thought it was important because so much of what she said applied to my experiences with grading in elementary school.
Last school year I completed a 3-year term working on a grading committee for my district. It was very difficult to get everyone on the same page. There were 2 or three representatives from each middle school. After much research and “discussion” the committee came to a few points that they agreed on.
1. Students should not be graded on skills or knowledge that is new to them. Think about riding a bike. What if you got a grade the first time you tried?
So, online grading should be the same. Learning activities should be incremental and grades give for each step. A summative assessment is ok after the instructor is reasonably assured that the students have grasped the steps. I prefer some kind of project or writing assignment that incorporates the incremental steps. For example: if the objective is to learn about ADDIE, then teach each step and then have the student plan a course using ADDIE.
2. The other resolution that we adopted was to do eliminate the percentage grading system. Many teachers give a -0- when a student fails to hand in an assignment. The increment from 0-60 percent is unfair gap. The other increments are only 10%. The zero is heavily weighted and makes it very difficult to ever completely turn it around if the teacher is using the mean.
So, adapting that to online- Give frequent smaller assessments so that teh student receives feedback using points 1-4, or 10- point scale, or even letter grades. The important thing is the feedback and that should be more than a grade. This gives the student an idea of how they are doing and they can revise and redirect if necessary.
3. The other conclusion that we came to was that students should not receive grades for bringing in tissues, or other non-academic contributions. They should be given a fair opportunity to make up work or re-do work when necessary. This honors the learning and not the grade. I always tell my students that F does not mean finished, it means “finish it”. D does not mean done, it means “do it”. C means “can do better”.
That being said, the value of a grade needs to be fully communicated by the individual instructor. For me, the learning is the priority so I will allow students to “do-over”. I do not give “extra credit”. I tell them that they need to do the “credit”. I do not want a bunch of shabby work turned in to me just before grading that had no learning value. It is a “learn as you go” program. I agree with Dr. Newberry that a penalty for late work is appropriate, but since learning is the priority, I want the work done.
I believe that these policies apply to online.
Rubrics are a tricky thing. I use them all of the time. Last week, just to calibrate, I had a parent, student, and myself complete a rubric for the student’s assignment. The rubric was worth 20 points. The mom and I gave 16 points and the student gave himself 15. We were very close. I love rubrics for helping students evaluate their own work and to give me a point of reference for more objective grading. I find some rubrics that are embedded in our online program too vague sometimes. Other rubrics are too specific and can only be used for one assignment.
http://rubistar.4teachers.org/index.php is a website where you can make rubrics and use ready-made rubrics.
Laura

10. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.
I learned a lot of valuable information about grading online learning this week. It has been useful because it will help me create the rubrics for my project for this class that I will use with my students. My students have been completing assignments online and having online discussions and it is clear to me now that they need specific rubrics to use when they are completing their assignments so that they know exactly what they are being graded on.

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4 comments

  1. Hi Griselda,
    The rubric you created for number 3 was exceptional. I really like how you created three separate grading categories to mirror the way our district rubric is displayed. It is definitely a rubric you could begin utilizing for the math talks your class has been engaging in, if you wanted to grade them. The good thing is that math talks don’t have to be graded!

    1. Thank you, Margarita! It was difficult narrowing the categories down, but I felt that those were the three most important parts of having an online discussion. By using our district rubric as a guideline, I think that will help my students feel more comfortable with it because they will be familiar with some portions of it already.
      Griselda

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