Page Comparison

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The purpose of this document is to collect faculty Gradebook stories based on their use and experiences with MyUCDavis Gradebook for identifying desired features and designing tests.

Faculty were contacted and asked specific questions regarding their use of MyUCDavis Gradebook feature

Questions:

1. Are you using Gradebook to submit final grades or do you use the final grading process only?
2. Are you submitting grades for a course with multiple sections or with multiple instructors?
3. Do you enter final grades yourself or does a department MSO or TA enter final grades?
4. Do you find the instructions on the website clear? Are you able to get answers when you need help?
5. Are you able to easily discern whether grades for your courses have already been submitted?
6. Have you experienced any difficulties when submitting final grades?
7. Are there any comments you would like to make regarding the final grading process or Gradebook?

Brian Enderle, Chemistry, Affiliated Faculty/Lab Coordinator

May 5, 2005

• TA's do all the grading for his chemistry courses. As the chemistry lab coordinator (for the 2ABC series), he teaches them how to set up the categories in Gradebook. Most TA's follow his setup - each exam is a separate category although some TA's set up all three exams under one category.
• He uses the MW-developed online labs and he would like to be able to upload the final grades from the online lab program into the total lab score category in MyUCDavis.
• One of the biggest issues is that the head TA needs to join sections to create identical Gradebook setups and to make all TA's proxy to their sections, but joining is not desired for multiple TA's to grade. Also, the stats are meaningless to students when only compared within a section rather than over the course.
  The desired ability would be to join all the Gradebooks but to retain TA's individual access and for students to see stats in relation to the course not their section only.
• Always views final grades through Gradebook. His current process for submitting is:
  • TA's spend 1-2 hours grading their sections
  • Bryan releases the grades but does not submit them until about 5 days later; this decreased the requests for grade changes after submission.
  • Submits final grades section by section. This can be time consuming as he teaches up to 30 sections in a quarter.
• Regarding MyUCD instructions: he trains his TA's but also tells them they can go to the Arbor for help.
• All grade information is not explained. When looking for information about NS status, we could not find the grade key anywhere in gradebook except on the Enter Final Grades screen.

Andreas Toupadakis, Chemistry Professor

May 5, 2005 (by email)

Regarding the Gradebook: Classes with large numbers of multiple sections like all of Chem 2 suffer from a large shortcoming. Each TA needs access to his/her own sections only but it would be great if the head TA and instructor could look at the whole class all together simultaneously.

As it stands for grading exams now, the scores of all 17 sections have to be downloaded to excel individually and then opened individually and concatenated into one long excel spreadsheet manually in order to make any whole-class determination on grades.

Also the students get the impression from viewing their grades thru MyUCDavis that their section averages/stat info apply to the whole class. I am aware that the whole class and all sections can be joined- but then TAs with access to the class start making errors in changing the grades of students not in their own sections.

Liz Klodginski, Mathematics, Visiting Research Asst Prof

May 6, 2005

• Prof. Klodginski uses Gradebook for grading and final grade submission. She teaches single section and multiple section courses. She generally joins the sections in Gradebook for multiple section courses. Mix of herself and her TA for grading.
• Mostly a good grading experience. An exception was uploading grade files and access issue.
  • She uses a grader on some categories and would like to be able to limit grader access to a particular category rather than giving them full Gradebook access.
  • The grader emails the graded spreadsheet to the TA who enters the category grades online. Their first try at this process was difficult because of the required format for uploading. She uses a MS Office Works program on her PC, and even though she downloaded the spreadsheet from Gradebook, she had difficulty uploading back to Gradebook.
    There were no instructions found for explaining the required Excel format for upload. Found out by experimentation what the proper format should be for upload.
• She submits final grades through Gradebook
• She has emailed for help when needed and received a prompt response.
• She uses a primary/alternative weighing option for determining student grades - and would like Gradebook to be more flexible. For determining final grades, she allows student scored to be weighed either with both mid-terms or with only the higher mid-term grade, whichever is higher.
  She currently downloads the grading output to Excel so that she can add a third column that automatically determines which of the two scores is higher.
• Since she's using two grading alternatives, she finds the stats and graphics are unclear. When she sets the cutoffs - not sure which method is being used to generate those stats. She uses the stats primarily so students can see where they are in the standings
• She believes it is important that students are able to see their grades all through the course. She noticed that the student view stats feature displays a lot of information to students except for their overall average (score) for the course. She provides them with the formula for grading in class, but students must calculate that information for themselves.

Dan Nurco, Chemistry, Teaching Assistant

May 9, 2005

Gradebook comments:

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