How to the Use Grade Book Effectively in Moodle
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How to the Use Grade Book Effectively in Moodle

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Workshop for faculty on effective use of the grade book tool in Moodle (Joule).

Workshop for faculty on effective use of the grade book tool in Moodle (Joule).

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  • Length of Session : 1 hour Pre- instructional activities – 10 minutes Grade book Navigation – 5 minutes Grade forum posting – 15 minutes Enter grade manually – 5 minutes Grade Essay – 20 minutes Verify / Assessment - 5 Materials required for Facilitator: Access to projector, Internet, laptop Power point file Copies of handouts for participants Materials required for Participants: Laptop computer Log in information for Joule Access to Joule ’s personalized preview environment Handouts : Rubric: Discussion Forum Postings Rubric: Essay Grading Guidelines Student Forum Postings: Example Joule Grade Book Checklist Validation Quiz Symbol Legend:  Provide verbal - content/instructions/clarification  Participant handout materials  Minimize/Maximize power point presentation  Participant practice or activity
  • Pre-Instructional Activities (10 minutes) Motivation: The purpose of this introduction is to create feelings of enthusiasm and motivation among the participants. This can be achieved partly by conveying the benefits to the professors, by describing how attending this workshop will save them time, and make their job easier. Being upbeat and positive without spending over the 5 minutes time allowance for the pre-instructional activities will keep the session focused with momentum.  Highlight the key points below: After the session, professors will be able to: Identify components of grade book, navigate to necessary sections within the grade book confidently Have an up-to-date grade book that students can consult throughout the session Save time each semester: reduced administrative work and time spent responding to student questions about the status of their grades. Students have access to their grades through the course home page, which will reduce questions and inquires from students about status of their grade/assignments. The grade book, once set up will complete all the calculations, another time saver for professors. Get the most out of the Joule grade book tool - grade assignments efficiently, give feedback to students – with grades being updated automatically in the grade book.  E mphasize the interactive and hands-on nature of the workshop, which will provide the professor with useful and relevant practice with Joule.
  • Pre-Instructional Activities  Review purpose of the session by reading slide
  • Pre Instructional Activities (10 minutes)  Prerequisite Skill Review: To ensure professors are ready for the session, have participants complete the following after explaining that this first step will get professors prepared for the hands-on activities. Provide support as needed. Log onto the Joule Locate your own (professor ’s) unique preview environment Identify ‘hotspots’ when the cursor highlights a link when moved over any active link
  • Pre-Instructional Activities (10 minutes)  Review Objectives : Read objectives from slide - refer participants to their preview home page where objectives are also posted Highlight that this session is highly participative, with many application exercises.They will learn by ‘doing’. The session will familiarize professors with the grade book itself: the categories, different views of grades, and the tools that allow you to maneuver through the grade book efficiently Highlight that professors will be able to grade, quickly and easily student forum posts which contribute to the participation grades. Professors only need to read a students ’ the post once – and assign a grade right then and there, without having to move to a different screen or other part of the home page. Emphasize that the grade book ‘orientation’ (objective 1) gives the big picture view of the grading process Assigning a grade is quick and easy with the guide of the rubric. The grade then is updated automatically in the grade book. This updates their students ’ participation grade for the course, which provides accurate and fair participation grades for participation.
  • 1. Content Presentation - Grade Book Features (5 minutes)  Before we examine how to grade items - we first want to identify where the grade items appear, and how they are grouped. This will give you the big picture view of the grading process. - The grade book will be in most cases set-up for you (professors) based upon your grading outline  Distribute the Joule Grade Book Checklist - Explain purpose of checklist - to guide the steps through the activities. - First we are going to use the first section of the checklist - ‘Grade book Orientation’  Direct participants to begin the steps as outlined on the checklist – move to next slide
  •  Provide support as needed Explain that they are two way to get to the grade book –either from the administration or course menu block Describe that the checklist corresponds to the steps shown on the slides
  • Provide support as needed. Describe the categories and how the folders hold the assignments for the categories. When assignments are set up, the ‘category’ is selected. A category can be assigned even after an assignment is set up, when ‘no category’ is selected.
  • Provide support as needed.  Clarify that this scale can be adjusted according to professor guidelines. We will review this at the end of the session
  • 2. Content Presentation: Grade Student Posting (15 minutes) This objective is support by: Demonstration how to grade a forum posting using the rubric first Demonstration of the steps for grading the forum with the checklist Followed by a practice activity for participants
  • 2. Content Presentation: Grade Forum Posting: 15 minutes Distribute ‘Discussion Forum Rubric’ Clarify purpose: Before you apply the practice in grading student forums, let ’s review the Discussion forum rubric and how we use it for grading students posts Review Rubric: Purpose and criteria for selecting a grade for a post or activity that was completed with a forum posting Let ’s look at a couple of example posts using the rubric  Distribute handout - Student Forum Postings: Examples Read and review forum post by professor (first box) Read the 3 responses of student one at a time asking professors to grade the posts by using the rubric as a guide When finished continue with the Demonstration of how to grade a post
  • 2. Content Presentation: Grade Forum Posting: 15 minutes Demonstration  Minimize PP screen and go to facilitators demo course on Joule Locate the forum one post and ask participants to follow along with you as you go through the steps – Participants can use their checklist as a guide to follow the demonstration Complete steps for grading 2 posts  Open power point after demonstration
  • 2. Content Presentation: Grade Forum Posting: 15 minutes: Participant Practice/Application Review Instructions: You will be grading two students – each who have made one post in your preview course environment Locate the discussion forum in module 1 Using your checklist as a guide, and rubric, grade Martin L. and Test User ’s post Circulate and provide support as needed
  • 3. Content Presentation: Enter a grade manually: 5 minutes Demonstration how to enter a grade manually Introduce next section - learning how to enter a grade manually Explain that you will be reviewing the steps of how to enter a grade manually, for this demonstration, a participation grade Emphasize that this procedure applies to any grade that might need to be changed or entered manually  Minimize PP screen and go to facilitators demo course on Joule
  • 3. Content Presentation: Enter a grade manually: 5 minutes Screen is still minimized Provide support as needed Have participants use the checklist as a guide  Open power point after activity
  • 4. Content Presentation: Grade an uploaded essay assignment: 20 minutes Demonstration: How to grade an uploaded essay assignment  Distribute essay grading guidelines Introduce next section - learning how to grade an uploaded essay Explain that you will be reviewing the steps of how to grade an essay assignment that has been uploaded by the student from the link on the course home page Describe that there are two different methods to grade an essay - the one you will be demonstrating is the most time efficient, though it will be a ‘different’ way of grading as it is done electronically with no physical paper or downloading of files to your computer Explain the that the purpose of demonstrating this method is to give the most efficient way of grading - that saves you time Emphasize that this method includes giving constructive feedback to student, describing that constructive feedback consists of at least 3 or 4 sentences about the students paper
  • Content Presentation: Grade an uploaded essay assignment: 20 minutes  Explain the value and purpose of feedback, most specifically as it applies to the online learning environment - in other words the necessity for feedback Emphasize that this is one of the only methods that students receive individual and specific support from the professor Use the feedback ‘bubbles’ on the slide to clarify the point
  • 4. Content Presentation: Grade an uploaded essay assignment: 20 minutes Demonstration: How to grade an uploaded essay assignment learning how grade an uploaded essay Explain that you will be reviewing the steps of how to grade an essay assignment that has been uploaded by the student from the link on the course home page  Minimize power point and go to facilitator course page on Joule
  • Content Presentation: Grade an uploaded essay assignment: 20 minutes Make sure to highlight during the demonstration the options the professor has, which is to grade one assignment and save changes which takes you back to the grade report page, or when grading multiple assignments the choice of ‘ save and show next ’ , which takes you to next file. This is a time saving feature. Locate the assignment demo on the facilitator course home page ask participants to follow along with you as you go through the steps – Participants can use their checklist as a guide to follow the demonstration Complete steps for grading 2 essay assignments  Open power point after demonstration
  • 6. Assessment / Follow Through: 5 minutes Distribute quiz  Review Quiz Explain the purpose of the quiz, and that the quiz is for the professor ’s own feedback, it’s not to be handed in Participants can use their checklist as a guide throughout the quiz
  • Conclude the session with an overview of the objectives once again, highlighting the key points and how the objectives were verified as met Thank professors for their participation Mention that there is always help available from the TMC online department Distribute the feedback questionnaire

How to the Use Grade Book Effectively in Moodle How to the Use Grade Book Effectively in Moodle Presentation Transcript

  • Joule Grade Book Orientation WorkshopPilot SessionThe Master’s CollegeApril 21, 2011
  • Welcome!
  • Purpose of this SessionProfessors will learn how to use Joule’s gradebook tool proficiently in order that the gradebook is accurate and current throughout agiven course, with students receiving timelyand constructive feedback.
  • Quick Review Log onto Joule Navigate to this page (below) after log in Select your personalize preview environment fromthe sub-category Open your preview environment
  • Objectives1. Identify location, categories and tools within thegrade book2. Grade student forum postings and/or activitieswith guidance of a grading rubric3. Enter a quiz grade manually in the grade book4. Grade a written assignment with a rubric fortwo students with constructive feedback foreach
  • 1. Grade Book Navigation
  • Grade Book NavigationStep 1 – clickon grades orgrade bookStep 2 – clickon ‘categoriesand items’or
  • Grade Book NavigationStep 3 – Identifyweightings ofcategoriesStep 4 – View theletter category
  • Grade Book NavigationStep 5 – Click ‘edit’to change % valueof letter grade
  • 2. Grade Student Posting withinForum Discussion?
  • 2. Forum: Discussion Rubric
  • 2. Grade forum posting –Demonstrationrating of0, 1 or 2 ?
  • 2. Practice: Grade a StudentPosting Instructions:Go to preview course home page Locate discussion 1 in module one Using your checklist as a guide, grade Martin’s post andTest User’s post with grading guidelines from the rubric
  • 3. Procedure to enter a grademanuallyGrades are entered manually when:•Participation grade is not linked to a forumdiscussion(s)•Grades for quizzes/examsneed to be overridden
  • 3. Practice: Enter a grade manually Instructions: Enter a grade of ‘9’ for Martin’s quiz #1Open the grade book from your preview homepage Turn on the editing function Follow the steps in the checklist
  • 4. Grade an uploaded essay withfeedback Providing 2 or 3sentences ofconstructive feedbacksupports studentmotivation andengagement
  • 4. Provide feedbackNice Work!Goodexamples.B+Good Work.Keep it up!AI enjoyed reading your paper. The pointsyou made were good examples of howPlato’s Cave provides relevant themes inour current culture. You did a good jobreferencing the themes we covered inmodule 2. Watch your quotes, make sureyou reference the works with titles and pagenumbers. B+B
  • How to grade an uploadedassignment
  • 4. Grade an uploaded essay withfeedback Instructions: Using the rubric as a guide, and following alongwith checklist , grade Martin’s and Test User’s essay From your preview course page, locate theassignment link Follow the steps in the checklist Remember to click ‘view submitted assignments’to display student files
  • Verify Take a moment toreview what we havelearned today bycompleting the quiz.
  • Thank you! Your feedback wouldbe appreciated - pleasecomplete the coursesurvey!