Posts Tagged ‘assessment’

Comments in EasyGrade Pro

Wednesday, November 4th, 2009

As part of the Course Status Report discussion at last week's Academic Council meeting, the issue came up of making grade reporting more informative. EasyGrade Pro has two built-in options that enable teachers to provide additional feedback when entering grades; this feedback is viewable by students and parents alike when grades are published to the web or emailed out by teachers.

The first way of providing additional feedback for an individual grade in EasyGrade Pro is by using footnotes. Simply right-click on a grade and choose a footnote from the pop-up list.

Footnotes

If you do not like the list of available footnotes, they are very easy to change. At the bottom of the list (marked in orange above) is a link that will allow you to change the footnotes. Please note that

  • the list of footnotes is only for the current class; you can define a separate list for each of your classes, and
  • footnotes are best for often-repeated remarks, such as "Score reduced because assignment turned in late."

The second way to provide additional feedback is using a Score Note. This is a free-form comment field that allows you to provide a greater degree of feedback than the Footnotes. To access this, double-click on a grade, and the following box will appear.

Score Note

The Score Note function defaults to a private state; anything typed in is for the teacher only. To make the remarks viewable to students, per the yellow above, choose the second option, "Note is for student." After you have done this once, the Score Note will remember your selection, and any future Score Notes will be pre-set for students to see.

Whether you use Footnotes or the Score Note feature, when you publish grades to the internet or email them out, the additional feedback that you have entered will also be published (unless you kept the Score Note set to "Note is for teacher.")

Internet report

Using the Footnotes for oft-repeated feedback or the Score Note for more detailed comments, EasyGrade pro provides two ways for teachers to provide additional information on an individual grade.

 

[To see other posts related to EasyGrade Pro, click on the EGP tag to the right.]

Turnitin.com and file formats

Wednesday, October 28th, 2009

Upload buttonThe anti-plagiarism service that we subscribe to, turnitin.com, will accept student papers in a variety of file formats. On the rare occasion when a student has a word processing program that the service is unfamiliar with, or a file format that the service does not yet accept, there is a simple work-around for students. When they click on the submit button (shown to the right), they can change the first drop-down menu from "Single file upload" to "Cut & paste upload."

Cut & paste

This will allow students to submit a paper from any word processing application, even an online service like Google Docs.

Getting It Wrong

Friday, October 23rd, 2009

Scientific American has an excellent article summarizing recent research on how the brain learns, and how the cognitive process of learning interacts with the physiology of it. Getting It Wrong: Surprising tips on how to learn by Henry L Roediger and Brigid Finn is well worth reading by anyone who works creates situations in which someone learns a new skill or new content knowledge.

The short version is this: "People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail."

Midterm data-analysis and Forms

Thursday, October 15th, 2009

In August, one of the workshops that I offered was on Google Docs. A newer feature of theirs, Forms, was widely received as having great potential. I wrote before about using Forms as a digital worksheet when I returned from Kairos and needed something for the students to do while I caught up on life and work. Here is another concrete way in which Google Docs can be used - this time as a way to begin analyzing data on your exams.

One of the more time-consuming parts about using data is collecting the data itself from student work and then entering it into a spreadsheet. That is the real reason that more of us do not do it on a regular basis. Enter: Forms.

I created a simple Form with eleven questions, asking students to enter the data from their own Midterm, and submit it.

Google Form

Students just see these eleven short questions, and a "submit" button. But, behind the scenes, I see their data filling in a spreadsheet.

Google Doc spreadsheet

Right there, I have just saved myself hours of work - literally. Now all I need to do is scroll to the bottom of each column and have the spreadsheet total the data, and from there I can crank out some basic statistical analysis for myself about how students did on each sub-section of the Midterm. (Any Math- or Science-person can help you with this Excel-like data manipulation.)

This new-ish tool from Google is especially timely given today's in-service on curriculum renewal, and the role of data in curriculum redesign. Let me know if you are interested in setting this up, or have any questions.

Student difficulties with turnitin.com

Monday, October 5th, 2009

When returning students begin using turnitin.com again, there are two challenges that they regularly face, forgotten passwords and adding this year's courses.

To recover an old password or reset the password to a new one, use the link below the login area.

Forgotten password

Students will need to provide the email address that they used to create their account with turnitin.com; in most cases, this will be their @siprep.org account.

The second difficulty that students face with regularity is adding a new class for the new year or semester. Once a student has logged in to turnitin.com, in the left-hand column, there is an area to click to add a new class.

enroll in a class

The student will need the course ID & course password from the teacher in order to add the new class. Faculty: to confirm the course ID and password, log in to turnitin.com, and see example below.

course ID

If students need further assistance with turnitin.com, their help pages are quite good.

Carrots and sticks

Friday, September 4th, 2009

The Humble CarrotReading the news this morning, one report in NewScientist caught my eye for its application to teaching - particularly in regards to our Grad-at-Grad item that seeks to develop men and women who are "leaders in collaboration." New studies are finding that "rewarding cooperative behaviour makes for more effective collaboration than punishing freeloaders."

One study found that allowing members of a group (where the partners were switched each round) to punish the freeloaders led to overall increases in cooperation. In a subsequent study, where groups were maintained for multiple-rounds (similar to students sharing a class for many months), and where the group members were able to choose to punish or reward others based on their collaboration, those who chose to reward received greater benefit. "It becomes in one's self-interest to help the group," the researcher wrote. "It's sort of a 'you scratch the group's back and I'll scratch yours.'"

The trick becomes replicating the right conditions in class to foster cooperation, not just in the short-term, but as a life-long attitude. One way to use these findings is to allow group-project members to distribute extra points to the hardest working member(s) of the group (not themselves). What other strategies might work?

[Photo: The Humble Carrot by nickwheeleroz]

Cheating article in the Chronicle

Friday, June 19th, 2009

Jill Tucker has a well-developed article on high-tech cheating in today's Chronicle.

According to "a national survey released this week", more than one-third of teens report using cell phones to cheat. Some store notes on their cellphones, some send text messages during exams, and some use their smartphones (Blackberries or iPhones, for example) to browse the internet for answers during exams; the methods vary but the end results are the same. (I caught a student in World History 1 using an iPhone to cheat on a test.)

My suggestions for dealing with the issue of high-tech cheating are obvious:

  • Use turnitin.com with papers of any length.
    Come to the workshop in August to learn more about turnitin.com.
  • Do not allow students to listen to music during exams.
    With simple programs, students can record their own voices, reading notes, and store these as mp3s on their iPod for playback during an exam.
  • Actually confiscate cellphones that are used or that go off during class.
    Even if your student is not taking an exam, they may be answering the text from a student in another class who is.
  • Be fully attentive and vigilant.
    The students who will cheat will take advantage of our lack of our distraction.

The article, More high-tech cheating - and rationalizing, is worth reading; it is worth the reminder that we are not immune from cheating in our classes.


PS22

Wednesday, May 27th, 2009

There are a number of teachers from schools other than SI that subscribe to and read this blog and the related Google Reader feed of interesting topics and links. (That feed appears in the right-hand side of the screen and can be subscribed to via an RSS feed reader using this link.) One such teacher noted the following item that I'd shared in that Google Reader feed:

The teacher wrote in an email to me:

Thank you for the post regarding student work on the internet. The embedded music video from the PS22 chorus is great, moving, engaging and creates envy (maybe not the best emotion). How can I as a teacher create that same type of enthusiasm and emotional investment that these students bring to singing in my science or math class?

I had much the same reaction. I suppose it comes down to: motivation to perform. For example, think of the HOURS upon HOURS that a kid will spend trying to master a video game. What motivates that investment of time? What motivates students to spend hours in a gym, developing their strength and conditioning for a sport? Or hours rehearsing a piece of music for a school production? These performances aren't really graded or assessed in any traditional matter, so what is the source of their motivation?

Figure that out for each student and our jobs as teacher become all the easier. Perhaps, upon further reflection, that is in fact our job as teacher - to find what motivates each student toward their best performance.

[Chorus video via OpenThinking]


Behavioral economist on cheating

Sunday, May 24th, 2009

Dan Ariely is a behavioral economist, essentially a psychologist, who studies the choices that people make and their resultant behavior. In the talk below he examines a number of scenarios that are relevant to us as educators.

After introducing his work with a story about being a burn victim, he gets into cheating. Toward the end, he makes the connection between instances of cheating and the economic crisis - the most interesting part is that middle section, on cheating.

Cheating, according to a behavioral economist is

a very simple cost-benefit analysis. You say, what's the probability of being caught? How much do I stand to gain from cheating? And how much punishment would I get if I get caught? And you weigh these options out -- you do the simple cost-benefit analysis, and you decide whether it's worthwhile to commit the crime or not.

It is a great talk, very much worth 16-minutes and 23-seconds.

[Dan Ariely on our buggy moral code via TEDTalks.]

EasyGrade Pro backups

Friday, May 1st, 2009

This was from Dave:


To protect your Gradebook from potential corruption and/or synchronization problems, please follow the instructions below. This will automatically create a backup of your gradebook in a different folder from your original gradebook. This is not the same as creating a copy of your gradebook, as was done in the previous version of Easy Grade Pro. In that version you ended up with a “Copy of Copy of Copy of Copy…..”. Your original gradebook will still be your main gradebook, any shortcuts that you have for that gradebook will still work, and your gradebook folder will not be cluttered with extra files.

  1. Open Easy Grade Pro
  2. Open your current gradebook
  3. Click on Edit and then Gradebook Options
  4. Expand “Backup Options” (fourth entry)
  5. Change the first choice to “automatically save a backup”

This change will help you in two ways. First, it will automatically create a uniquely named backup of your gradebook. The unique name is very helpful for the synchronization that occurs with the My Documents files. The second benefit is that you won’t be prompted to create a backup every time you close the gradebook.

If you have any questions, please let me know.