Description of the video:
Right. Yeah. So if you go on to Gradescope in
your course, you'll actually find
that there are two preloaded courses.
One is Gradescope tutorial and one is the
assignment examples. And with these two,
you can actually go through, there's tasks
that are given to you that can actually
help you navigate the application. and it
will help you go through and teach you a couple
of things. It's a very well-made tutorial,
and I'm actually going to pull from
that today just to show you because I don't
have students myself. So it's going
to be examples from these tutorials. So how do these
assignments actually work? Well, as I said, today
we're going to focus on the handwritten
assignments, which I think is the majority
of the work that's on what was made for. So
with your assignments, your students will
write in their answers, be it math or
any kind of, you can say chemistry
or biology, then either the students can scan or you can scan. I think in most cases
with exams and things like that, you will
want the instructor or the TAs to be scanning
those in, and then you upload them onto
Gradescope. For the students who are scanning
their work, there is a Gradescope app
that can help them. scan and upload
much easier. And everything
is quite seamless with SSO. So students
don't need to have additional
logins or anything. It's all under the IUSO. Then after everything
is uploaded, you go in and you start grading
those submissions. And what you will
do is, after you publish them to Great
Scope, you can also post them to your
great book in Canvas. Everything, again,
is seamless. And there's quite
a nice little analytics report at
the end. that can measure the mean and
median and look at, you can say, pain
points amongst the questions that you
have on your paper. Our Gradescope KB is
up to date, but also the Gradescope website
where all of the Gradescope getting started
documents and they've got a ton of tutorials,
video tutorials, and things like
that. So there's a lot of information
that you can gather just by going
to the website. And if you do have
any questions, as I said,
Kenneth is here. He will be trying
to answer as many of those questions as
he can in the chat. There's a lot of
you, and it's one of him. So please
be patient with him. Otherwise, I
will also try to monitor the chat
and help them out. And with that, I'll hand over
to Corinne. I'm going to
stop sharing. Hello again. So
what I want to do is talk through how I
use this tool in two different courses
with different structures and then
show you some of the features that I find
useful in the tool. So the first
case here is a 60 -person calculus
one course that's taught also has
30-person breakout recitation sections
once a week. In this course, we
have handwritten homework. We have exams
and quizzes that are administered on
paper. paper in class. And so that homework, the students are
uploading scans, pictures of their work to grade scope
for the exams. The instructional
team is scanning those paper exams and quizzes
and uploading those two grade scope. One
of the great features about that upload is
I can do one big scan on my tapping machine
in the department, upload that, and grade scope
using a template, and the handwriting
recognition will split that into
individual submissions. and associate
those with the students. And it's
pretty accurate. If it can't
read something, it will ask you
to fill it in. But that speeds
things up, certainly. And then all of those
things are graded in grade scope. This
allows me to monitor the grading progress
of my teaching assistants and also
look back at statistics. I'll show you that
in a little bit. And also sometimes I
find that I want to tweak rubrics. This
was mentioned at the beginning. You can
change point values for things retroactively,
and all the scores will update. And
that is very helpful. So the other key
thing here is that I keep access to all
that student work. So I can give the
students back their exams, and I still
have a copy of their exam, which is
great for discussing student work with
those students. And also as a sort
of academic integrity incentive, they
can't edit the exam and turn it back in
for a regrade, which unfortunately is a
thing that I know to have happened in
multiple instances. And I use the
regrade tool within grade scope where
students, if they have a question
about how they were graded on a
given question, can submit a regrade
request, and that generates an email to
the full instructional team and makes it
easy to find the point in question that
they're talking about. So that's what this
looks like in Calc 1. The other course
is a much larger course, finite
math. We teach this in 80 to 240
person sections. And here our exams are
all multiple choice. So we're using the
bubble sheet feature of grade scope to
grade those exams. But I also use
it to return the exam books. And
students get different versions
of the exam. And maybe they wrote
something in the margins and they
want to keep track of that. I will scan
those exam books. And even though I'm
not grading the exam books, It's an easy
way to get those back to the students
in that large class. So I'll use
it for that purpose. I have used
grade scope for group projects
in the past, but I've moved to
doing that with Canvas instead for the
specific reason that at this point in
time, grade scope for group projects relies
on the students to tell you who else
is in the group, and Canvas allows you
to set and fix the group so that the full
group gets credit for the scores. So I once
neglected to give points to a number of
group members because their group mates had
not told me they were in the group, and this
was a large headache. So that is a
thing that I don't use Gradescope
for and why. All right. I want to show you
a little bit about what Gridscope looks
like in context. So we're looping back
to that calculus one context and some of
that handwritten work. This is a short
answer question on a calculus exam. I
asked them to give me the equation
for a tangent line. And as you see, there's
lots of different versions of what
the students wrote, some of which are
algebraically equivalent, some are not. Gradescope
doesn't know. It's not doing the math. But
it does help me group together students who
all wrote something similar. And then it
asked me to confirm that that is actually
all the same. and once I've confirmed that,
then I grade these four students with one
click when I'm doing my grading process. So I
can treat them as a unit since they all responded
in the same way. I can give them
similar feedback, the same comments,
that type of thing, which
is helpful. This is, I had some
individual multiple choice questions within
this broader exam, so I wasn't using a
full bubble sheet, but I'm again using
that visual recognition tool within grade
scope to grade those bubble sheet
questions. and we see that it shows me all
the responses in that group. I've confirmed
that they are indeed all Ds, and they
can score together. This is more
free response. I asked them to
draw a graph, two graphs, part
A and part B. And on the right
here, you'll see that I'm using the
grouping option within the rubric.
So for part A, I have a group of
rubric items for B. I have another group
of rubric items, and these numbers and
letters are keyboard shortcuts. So once I
get this rubric built, I can start moving
through these submissions and applying
rubric items very quickly using those
keyboard shortcuts. So that definitely
increases the speed of grading. And once I've done
that, you notice I have a fairly
fine rubric here with lots of half
and quarter points. One of the reasons I do
that is that it gives me good feedback in
terms of where the students were struggling,
so I can use the drill into the statistics down
into this individual question and see how
many students had a particular rubric
item assigned to it. So, you know, 30% of
the students did something that failed
the vertical line test. So maybe
that's something I want to review in
class, et cetera. So that are some
of the features I like within this tool. The next thing I want
to do is show you a hidden thing that
is not strictly necessary, but I use
on a regular basis. So we talked
about scanning big piles of exams. So my exams
are multi-page. They're stapled together. And in order to get
those to go through a scanner, I'm going
to cut off those staples on a diagonal
in the corner, which creates a rough edge to my
piece of paper. And if I try to
run those through the scanner right
side up, that rough edge is going to
catch in my feeder, and it's going to
cause headaches. So I turn those
pages 180 degrees around so that that
clean, far edge of the paper is going
into my scanner, and then it's
going to scan smoothly. But
now I have a PDF where every page
is upside down. I can open up a
PDF editor and turn those around or use
a script to do that, but sometimes the
easiest thing to do for me is just upload
it to Gradescope. All my pages are upside
down. You can kind of see that in the
screenshot here to the right. Got a bunch
of upside down pages. Gradescope is going to
do its best display. those into assignments
and assign those to students but before
i move forward with grading i'm actually
going to click that big scary undo automatic
split button undo those splits it's not going
to go back into one big thing it's just
saying like pause we're not ready to move
forward yet and after i do that then i have
a rotate pdf button all the way at the
bottom of the list of my submissions and i can
rotate all of those submissions with two
clicks because they're each a 90 degree turn
um at which point I finalize creating the
submissions and move forward with my use
case. So that's the thing is you don't have
the rotate all button unless you undo the
split. So that's the hidden piece here is you
have to undo the split to get access to that
rotate all button. All right. And then the within those rubics themselves, Gridscope supports
assignment versioning. So I mentioned that we
in finite math, we have different versions
of that bubble sheet, but even for the
handwritten exams, I can have different
versions. And the key piece that that's
doing is it's pushing the scores to one
assignment in grade scope. So sorry, one
assignment in Canvas. So I have multiple
versions that look like different
assignments on grade scope, but grade
scope knows that those are one thing
from the perspective of Canvas and
pushes those to the same grade book item,
which is useful. And I showed you
that rubric grouping with that graphing
question and talked about the
keyboard shortcuts. Another key feature is
this little magnifying glass on a rubric
item. If I click that, it's going to show me
all the submissions that I've assigned
that rubric item to, which can be useful if
you want to know which students made that
mistake. But I use it while I'm grading if
I'm sort of dynamically creating my rubric
and I initially mark something as one
rubric item. And then I realized that I need to
actually differentiate that into a finer grade
description of, oh, this is actually two
separate mistakes. I want to grade separately.
I need to go back and find the people
who I assign this to so that I can regrade
just those submissions. And that search
button is going to help me find
those submissions that I assign that
rubric item to. And finally, this feature actually
comes from, I think, Crowdmark originally,
the fact that we can associate places on the
scan to a particular rubric item. So you
see there that I have marked off a point
in the work of the student as being an
arithmetic error, so that they know exactly
what I'm talking about and not just that
somewhere on this whole page of work, there was
an arithmetic error. So we can have some
locational that, of course, requires
coming off the keyboard shortcuts and using
your mouse to tell it where exactly on the
page. that happened. And I think that is that. All right. Thanks, Karen. So what I want
to do next is I'm going to take
you step by step through Canvas to
actually create one of these great
scope assignments. And I'll show you
how easy it is. I'm going to
probably not do as advanced things
as Corinne is doing, especially
with the keyboard shortcuts and
it looks like Since Corinna has been
using this for a while, she has a lot of
different rubric items. And we're going
to look at the simplest
implementation today. And again, if you
have more questions, please reach out. So let me just share
a screen quickly here. I'm going to
share my window. Right. So now that Great Scope
is more integrated it into our Canvas.
So our IU Canvas and Gradescope are
very integrated now. In the Assignments tab on Canvas of your course, you can click on
the three dots. And you should be
able to create a grade scope
assignment from here. The other way is
just like normal. If you click
on assignment, you can go down
to external tool. So in the submission
type, change to external tool. You can
look for that tool. As you can see,
this is a much longer route. But
if you're used to doing it this
way, where's grade? Great.
Great. There we go. It'll do the same
thing, right? So I just want
to show you that it does do
the same thing. It's going to
link to the tool. And it's going to
ask whether we're making a new
assignment or we linking it to an
existing assignment. So I'm going to
close out of here. And I'm going to do it the quicker way. So yeah, if you go to Assignments, you can click
the three dots, hit Gradescope,
and you see it does the
exact same thing. The reason why I
prefer for you to do it this way through
the assignments is that if you do
everything directly on Gradescope, you're
going to have to link it back to a Canvas
assignment anyway. So this is just
skipping or mitigating one
additional step. So here I'm just
going to create a new Gradescope
assignment. If you have created
a grade scope assignment in grade
scope and you're wanting to link it to
this course, then you can go existing
grade scope and look for that assignment
that you made. But we're going to
start from scratch, a new grade
scope assignment, and link assignment
is just telling Canvas that this assignment
is going to be linked to this external tool
so that it's going to be pushed into
the canvas gradebook. So if you see
here, we have exam, homework, bubble
sheet programming, and the online assignment.
As I said, the online assignment just
has, I think, these four different types,
short answer, free response, multiple
choice, and select all. The programming
assignment, you can create a code that will do
some auto-grading. The bubble sheets is very similar to Akindi, and homework assignments
are variable-length homework assignments.
So Gradescope is just going to be like,
okay, I'm going to get some kind of paper
with writing on it, and it's not as outlined
and strict as the exam. So I'm going to
do an exam today. So we're going to
have to make a name. And we're going
to make a PDF. Now, before I click on
the PDF, I want to show you the
PDF that I'm using. So this is a PDF
from the grade. scope assignment
tutorial. And as you can
see, we have these checkboxes. We have
a fill in the blank. We have a sketch. We have a box
for students to put the
final answer in. And we have some more fill in the blank here. We'll also notice
that there's a name and student ID at
the top. All of these things are necessary
for getting a more accurate
grouping. and accurate, when we scan in, we want to get the students' names and student
IDs so that it's automatically assigned
to them in Gradescope. So let's go back
here. I'm going to select that
PDF quickly. And here, who will be
uploading the submission? So if it's instructor,
this would be like an exam, you'll
get all of the papers from them and you'll
be scanning them in. And then you can
create your rubric before you do the
submissions or while you're grading.
It's dynamic. Either way. So once we create
that, I'm just going to go into
Gradescope quickly. So in Gradescope, I'm just going
to go into the assignment examples
here quickly. So once you've
uploaded that PDF, it's going to create an
assignment in Gradescope. And it will look
kind of like this. You'll
have an exam. And it's going to ask you to edit the outline. So it looks very
confusing over here. So actually, I want to just go back into mine. OK, so this is the
Gradescope webinar assignment with
the blank outline. So for Gradescope
to understand who this belongs to, we
need to have a name. And to do that, we just create a name region. Now, the box itself is
actually a little bit bigger than you
think. this name region part is actually
part of the box. So you want to make the box bigger than
the region, just in case students write a little bit over, and it's okay to make it a bit bigger. It's, you know, you don't want to
make it very close to it, and then it's going
to be hard for the computer to understand
what's happening. So you're going to
make a name region. If you don't want
to use the student ID region, that's
also perfectly fine. It'll just be, you
might just have a few more that are
unassigned because the computer couldn't
read somebody's handwriting, and
that's about it. So you can also
have the student ID region. I
know some faculty don't really
use that part, and that's also
perfectly fine. Then we need to create
those questions. So you can create
a new question. It'll give you
a little box to work with. This
box can be moved around, just like
the name and ID, and it can be
resized with the tool in the corner. Now, this is also where
you assign your points for each question.
You can't change those points outside of
this. You'd have to come back into the
outline and change that. And so I'm going to
make this two points. And if you have
a title in here, so let's say, what's
this symmetry, when students view
the feedback, they will see that this
is titled symmetry or whatever you
name the question, and then it will
show up on the rubric as what you graded
for that question. But you don't have
to have a title. It's just nice
to break it down for students
on that side. So this is how you
make that outline. You're going to
basically have it over the area
that you want. And we can make as
many questions. Or if you have question 1A,
1B, there's a little plus button in the
corner here that will give you a 2.1, a 2
.2. As you can see, these are all
resizable and movable, just like before. So I'm not going to
do the whole outline on here. I want to go
back. If there are any questions, I just
want to check quickly. I don't have
the chat open. Why doesn't? There's only
one question, Terrence, and
that's at IU. What, when it
comes to the ID, what is sinking over
at IU for the roster? It would be the
student ID that is. associated with
their Canvas account. So it's their actual
student ID. So all students have
an ID that they get on their cards
as well. On their, what is it,
Crimson cards? It's the same ID. And then, and
then. And then, thanks to me.
OK, no worries. No worries, yeah. OK, so I'm going
to jump out of this one into the
one that is from the assignment
in the tutorial. So let me go back to the assignment examples. Here's the mathematics
exam that we had. Right. So here we can
see that this is completely filled out. And we have all those
different question types. Here you can
see that the instructor doesn't want to see
this whole question. They don't need to.
All they need to know is the answer that is
associated with it. So you can see
that you can put these boxes where
you need them to be. and so it's
easier for you to grade on the
other side, right? So I'm going to go
into the rubric. So where you
have placed those boxes, once you go
to the next step, I just want to
open this here. This is another
pro tip. If you want your grade
scope to be bigger, you can right click on
the grade scope where the branding is and
go to open a new tab. and this will actually
open up the app itself in a new place.
But it's still going to be connected to
Canvas and everything is going to be fine.
It's just it's a bit nice to work when
it's a full screen. Right. So let's go back into that mathematics exam. I'm going to go
to create rubric. This is the second
step. So the first step is you're
going to edit that outline to get all
of those pieces in. And then the second
step is we're going to go into
create rubric. Now, you can create
the rubric right here, or you can
create that rubric as you're grading or
as you're figuring out the different
mistakes or things you want to highlight
for students. So it's really
nice. And if you do make
these changes, all of the papers
change with the same exact rubric. That's why
it's really nice that you don't have to
go back and say, oh, which student did I
have that same error and try and find those
things. It's really nice that you can just
do it dynamically. So this one just
has correct and incorrect, but
here we can see this one has a
bit more feedback. X squared is wrong. You'll notice that
latex and coding blocks and things like that
are also allowed in these rubrics. You
can also add images if you want. If you're
going to put in memes for some reason, that's
also perfectly fine. Maybe. I don't know if
academically it's fine, but maybe
your students would appreciate
a meme or two. So this is the creating of the rubric step again, those outlines
that you put, those boxes that you put
in the outline, you can see where those
boxes are here. So maybe if you
come in here and it looks a bit weird,
let's say for example, let's grab this
one and we'll put it there, we'll
save the outline, we'll go to the
create rubric. You can see that now this is cut off
slightly, right? that means that the
computer is not going to really understand
what's happening. So just make it if
you're not sure if your outline is in the
right place, you can always go check the
rubric and come back. Okay. So that's the create
rubric part of the assignment
creation. The next is going to be
the scanning part. So with the scans, as Corinne mentioned,
if you get a whole stack of scans with
staples on them, you're going to cut off
those staples. You're going to throw them
into the, the big scanners that we have
and let it run and get a batch of papers
that come through. This one has,
as I said, this is the tutorial,
so it does have one that scanned
in already. And you can
view this if you want, and it
shows you all the submissions that
have come through. And once you have those
scans, you can then manage your submissions.
This is going to be where the papers are
assigned to people in your Canvas course.
right so here you'll see that it's again
this is computer vision AI not uh large language
models it's uh it's not going to give you
any you're not going to be able to question
this AI about anything this is just uh visual
right so here it's looking at the handwriting
for a hilda and then also maybe
checking if if it cannot understand the handwriting
it's going to jump onto the student ID
and so it's got those two uh sources to try
and pick up who this person and who this
paper belongs to, right? Sometimes you'll
have papers that are unassigned. And
what will happen is it'll just be
blank like this. And you'll be
able to pick from your canvas course
because they're linked who that
might belong to. And then you can just
assign it yourself. So that's the
managed submission parts. As you can
see, everything is pretty
straightforward. And then the next
part is the grading. So with grading, and
I'm also going to jump back into that
PDF in a second. But for the grading, one of the really nice
things is, as Karin mentioned, is you
can group the answers by how people have
answered the question. So this can speed up
things dramatically. If you have 20
people that answer exactly the same
thing, it's a one-click everybody's graded. And so if you want
to know what types of things can be
grouped, you can go to here in the answer
grouping settings. And I think this
is already a group. That's
why I didn't come up with this in
the first place. But here you can see it's multiple choice marks. And this accepts
a variety of things, the
circles or squares. As long as you can fill in some kind of spot, it understands
that that is going to be a
multiple choice. Then it's math
fill in the blank, which is going to
be your, probably your maths and
your sciences where they have a
handwritten formulae, and things like
that, and then this text fill
in the blank, which also kind of
self-explanatory. So if we go back to
this PDF over here, this one is going
to be automatically grouped by where the
things are filled in. Number two is going
to be automatically grouped by fill
in the answer. And I think this
one here for number four
is going to be grouped by fill
in math, right? So we can do that. So
for this first one, it automatically
assigned it to multiple choice. and then it
decides the groups. So here it will
also then ask you, hey, are these
groups correct? Because it's guessing based on what it can see. And sometimes maybe
a student might not have fully filled in
a block or something like that. So
you can confirm everything before it
goes to the next step. And so we can see
here, everybody here is answered
just those two. And we can confirm
that group. This group all
looks good. That looks good.
See, even with this student, they just
put in X's and are still recognizing
that those two were filled in, in
quotation marks. Okay, and this is the
last group. So these, this
last group only answered those
two over there. Oops, sorry,
almost lost two. Right, so we have
these five groups. Now, if you have a manual
grading situation, you can create the
groups yourself, you can name them,
and you can assign them, and I'll show
you that in the next, the next one.
But let's go into one of these
to grade it. So here, you'll notice
that this is already two out
of two points. If you prefer not to
have negative grading and you prefer to
grade with a positive, then you can go
to rubric settings and go to
positive scoring. But from what I've
seen, negative scoring does seem to work a
little bit better in this case because it speeds
up the process because all you're doing is
taking away points for certain things that
are maybe incorrect. But for a lot of
people who got everything correct,
it's kind of just like, OK, next,
next, next, next. But if you want to go
the other way around, you can within the rubric settings over here. So as you can see,
this is correct. And if we are on the
negative scoring side, we're not taking
away any marks. And so all we're
going to do is we're going to
click this one. And now this student has two out of two points. If we do it the
other way around, so we go to
positive scoring, Now, it's zero
out of two. We'd have to assign this two points for correct, and then we'd still
click that. Now, everybody in this
group that has done exactly the same, I
would say B and C, everybody has the
same score, right? So we just can
go through. This is the next group. So here we have A, B, C, and E. Oh,
sorry, A, B, C, yeah, and E. this
is not correct. So maybe we want to give them partial points. So we can just
add a rubric item. We can say, oh, okay, maybe we'll
give them 0.5. And we can give them a, you tried. I don't know. This is not my exam. So here we can
say they'll get 0.5 out of 2, right? And this will
grade that for all of the people
in this group. Okay, then we go
next ungraded. We could do the
same. I'm just going to do the same thing
for all of these. And yeah, right. I mean, if
those were incorrect, it would be zero,
and you just keep clicking through.
And that's that whole question done
for, it's what, 18 students in a matter
of seconds, right? It can be as
quick as that. And I think that's one
of the really amazing features of this. Now,
if we have something where it's going to
be manually grouped, it's going to tell
you that, hey, I don't understand what you
want to group this by. So you can review
it yourself. So here it's
going to give you a whole
bunch of graphs. And so I'm going to
create one for correct. I'm going to create one for incorrect, correct. And I'll create
one for did not try. Maybe
let's do that. And then I can just
take, I'm like, OK, this one looks correctish.
this one is not, this one is, it's not. And I can basically put all those
groups together. This one didn't try. I want to say, like, maybe one more to
say, like, what is this? What are
you trying to do? But anyway, you can see that
it's very easy to then group all
of those answers together. Now, you
have made those groups, and then we
go to the grading. So this one is
correct. I'm going to give him, I'm
going to say, whoopsie, this is
on the negative. I'm going to say
this is a five, so I'm going to click
that one. This person has five
out of five points. But this is everybody
in this group that has five out
of five. Oh, sorry. Yeah. Then this one is,
okay, well, it's a bit wonky. we'll
give them 2.5. All of those are greater.
So everybody who had that, this one
is not, didn't try. We'll just add a zero and this is just
incorrect. Right. And then that's it. We've graded all of
those very quickly. And that's, that's
with the manual grading as well. So even if
it's not automatically grouped, you can
still go fairly quickly through the
grading process. is. So that's the grading
of the submissions. For the little
blocks, I know that some faculty
like to say, please put a block around your final answer. It's actually better in, if you do that in
the PDF itself, create that box for
them because then you can put a little
box Well, you can basically put a box
around the entire thing, but now Gradescope
knows where to look. So with these, it's going to look for
those groupings. And I think this one didn't get
reviewed, right? So math fill in the blank, there's one group. So review the
un-where is it? Or unconfirmed. Okay. So we're going
to go to, there's one group that
contains four answers and the 16 groups
that need to be answered
individually. Okay. So let's have a look at the ungrouped submission. Let's see. So I think it
might just be because it's very
small. Right. So here we have the
exact same thing. We have x squared.
This is in latex. So here you can say that
x squared is wrong. And you'll notice.
Notice here you have latex, you have
bolding, you have italic, you also can
put code blocks in, and you can upload
images with the image button in
the corner there. So you have lots
of different things that you
can work with. I'm not going
to leave that. I just want
to take up all this random stuff
that I added. Right? Yeah. So as you can
see, we have the code blocks.
I'm sorry, the outline blocks
is in exactly the exact same place
where you need them. And once
you're done with everything, you can
go to review grades. And this is where
we have those really interesting
analytics. So you can see exactly
what the median score is, what the
maximum score is, even the standard
deviation. And one of the
interesting things is regrade requests
are quite seamless in grade scope as
well. So students, once you have
posted the final, I could say the
final grades and one of the final
grades, but once you have published
the grade scope assignment, or if
you've done grading, students can go
in and look at the rubric that you've
created and then they can dispute
certain things directly in that
rubric item. So what will happen
then is you'll get a notification
to say, hey, this student wants to
talk about this specific thing, you
can go into their paper and then tell
them exactly why you're not going to
change it or why you will change it or maybe
you want to have a discussion about it. And
as soon as you submit that, it'll send a
notification back to a student to say, hey,
it's been whatever. And you can
actually view those. The student can view
it on their side and you can view it
on your side as well. So it's nice that
all the communication can be kept within
grade scope. All the feedback can be kept
within grade scope. And it just makes it a little bit more seamless. So the next step is
once you have done all of this, you're going
to publish those grades. If you publish
the grades, it's going to publish it
on the Gradescope app. And then you'll get
a little button. I don't have students,
but you'll get a little button that
says post to Canvas. And that's going
to push it through to your Canvas
grade book as well. and I think that
that is and I want to leave about 15 minutes
for questions at the end so I think I'm
right on time for that but I don't
know Kenneth are there anything
are there any questions that I
can showcase or let me see I think
we're pretty much cut up on
questions Corinne I don't know if you
saw anything worth showcasing I don't know I mean,
there was just a question about what
to define as user ID. The automatic
synced thing is the numeric ID. So that's
what Gradescope, I think, is looking
for under the hood. That said, I've used the
username because students know that
off the top of their head because
it's their email. And I find it
easier to read. And when you're
doing that search for student, the little box
that comes up, includes their emails. So I
find that using the email there works
fine, even if it's not what Gradescope is
explicitly looking for. We just had two other
questions pop in. I'll take one.
Corinne, I'm going to refer you to the other
one if it's okay. The one I'm going to
take is the last one. Nice for handwritten
math. Is this also useful for handwritten
or typed narrative essay assignments?
I mean, technically you can. We do have a
matrix rubric that's in base. that you
can email help at Gridscope.com get access
to still a dynamic rubric, but it is a
more matrix style. With that said, I generally prefer my
own personal preferences is to have something
like turn it in for similarity checking
with longer responses, right? If we're having
a long essay that's using my preference. The
next one, print, I'll refer you to the one
above it by using the rubric field for more
description. Right. So when you're grading
in Grids, go up and maybe I can get this
share screen real quick so that we all know
what I'm talking about. All right. So here's that
graphing question again. So I have
my rubric items and I'm using the
Lattec there and specifically
they're descriptive. I have not tried making
this really long. It looks like it is
supporting it, getting fairly long there. So you can, generally speaking, I try to do whatever
feedback I'm going to do in those
rubric descriptions. You can reuse comments. Like if you make
a comment of a student, you can reuse
the comment here. But if you do that,
you can't use the search to go back
and find the ones who you've applied
that comment to. So So I will even
use, say, a zero-point rubric item to make
a comment that I want to make repeatedly
or that I want to associate with a
particular location on the page rather than
that comment tool. I really restrict the
use of the comment tool to things
that, for whatever reason, I think, are
very much one-offs. That I'm going to do
something very exceptional with this one student,
and I'll put that in there in the comment
field, but everything else I want to do
with that rubric tool. So I'd answer
that question. Oh, Curran, while
you're on there, maybe you can
just, I forgot to do the
annotation tool. Oh, yes. So I can draw on
things with my mouse. I can do just
general text. And so we talked
about you can associate those
with rubric items. Sometimes you
just want to highlight something
with the box. And I never use the most. emojis, but
there are emojis. You can resize
those as well. Oh, fancy. Look at that. Some poor
student's exam is getting arbitrary
marks on it. It's all right. The
course has passed. Yeah, but if there's any other questions, please
let us know. And if you do want to try Gradescope in
your course, reach out to
your local CTL. Otherwise, you
can also email me, and I will
get back to you. Let me just put in
my email in the chat. If only I could
spell my own name. I saw my whole
name, that's why. So you can, yeah, you
can please send me an email. We can
schedule a time and I can take you through
the other types of questions. We could go
through bubblesheets. One of the interesting
things about the bubble sheets is
that Kenneth actually showed us that it
doesn't actually go from one to four,
one to five. You can actually make
even longer bubble sheets by having
combinations of letters. So if you are using
a kindi, I don't know if any. anybody
here is using a Kindy, but if
anybody is using a Kindy, we can
show you a nice alternative to a
Kindy with Gradescope. And I think that if
there's nothing else, we do have one
question. Oh, we do. Nice, nice. It's
about, I figured we just address it live
instead of me typing it out, save my
fingers a little bit. How does the markup
work with group grading? Does an
annotation or markup apply to the whole
group? Corinne, keep me honest here,
but I'm 99% sure that when you are
grading by group, when you put an
annotation on there, it applies to
that one student you're on and not
the whole group. I would have to test
it. I don't. I'm 99% sure. I don't think we
apply to there's that 1% chance, but I'm
pretty sure it's only that one student you're
on at that moment. I mean, we can
try it real quick. I think the
annotation was one. But also on top of
that, If you do have a student that you
want to adjust the grade, there is a
field to add or add additional grade to
a specific answer if you want to give
some bonus points. There's also another
way to do bonus points for the whole
paper with a zero grade question at
the end of the paper. But yeah, those are
all things. These are all things that
we can discuss if you do do these things
because not everybody operates the same
way. so we can talk about specific
implementation for you. Kim, he's got a
question there as well. It's a great
question too. So it's important
to remember that homework is
variable length. It's variable link,
not a template. So we don't know
where answers are so you don't
get the boxes. If you're doing
a homework and it should
be templated, you change it to
templated when you're doing. you're doing
the student upload, and then it's like a
worksheet of sorts. So you can
technically get the boxes, but if it's
true homework, it'll be defaulting
to variable length and you don't
have the boxes. So, and actually this
is a key thing when it comes to instructions
for homework. So grade scope, when students upload
homework, they have to tell grade scope
what problem is where. So they can upload
one image per problem, even if that image
shows work for multiple problems, have to
upload it for each individual problem
that is in that image, or they can upload
one PDF with all their work
and then tell it which pages of the
PDF correspond to which questions
on the homework. A common issue I
run into at the beginning when I'm,
you know, students are using this for
the first time is that they don't do
that pairing step. They'll upload the
PDF and be like, I'm done. And then with the TA
sees when they go to grade problem one,
they see this student hasn't submitted
anything for problem one. There are ways
to dig into the submission and go
try to look for it. And early on, I train
my TAs to do that. But then we start
also making notes to the students to
train them that, hey, moving forward,
we're not going to grade work that you
don't pair this way because the number
of clicks necessary to dig through
and look at every page in the PDF is
a pain in the butt. So it's worth the
time it takes to train the students to
pair their work with the questions when
they're doing that upload process. And
it's pretty quick. The other key thing
with Gradescope over Canvas, maybe
Canvas has changed, but when I first
started using it, you couldn't upload work on behalf of a student, but Gradescope
will let you upload work on behalf of
a student. So if a student emails me
late work and I want to accept it, rather
than going through the rigmar role
of setting up an extended deadline,
blah, blah, blah, I can just upload
that work. I have it. It came to my
email, like put that PDF up there
and move forward, and that can just
simplify things. And thanks to
Corinne in the chat, for those
who didn't see, annotation is only on the displayed member
of the group. So the person you
see their answer, you put an annotation, it's applying
to that person, not the group of people. Yeah, I was going
to say if you want to put stickers
for certain people, I don't think
the annotation should be like a spread. Yeah. Sorry, yeah, Corinne. I was just going
to say, in that case, you can grade
it as the group, do the rubric item,
and then if you want to go back
and do annotations, you'll see the grades
that were applied to those students. You can
open up all submissions for a given problem,
and you can see what grade was applied to
them, and you can start clicking through. I
want to just look at the ones who made this
mistake, and I'm going to go through and
annotate those. You can kind of, you can use
the grouping for that first wave, and now
that they're sorted and assigned to rubric items,
you can use the rubric search thing to pull
out students who had particular rubric items
and just go through those for further
annotations selectively. Right. I think, oh, the one
thing that I wanted to just quickly
talk about is the multiple versions
that you mentioned, Curran, that
you use multiple versions for some
of your assignments. So I spoke to Kenneth
about this, and the easiest way to
do it is when you use the multiple, I
will probably just, maybe just share
quickly my screen again. Right. So if you have
multiple versions, so what this does
is it creates, it will create
an assignment that is one assignment, but when Gradescope
goes through all of the papers for
version A and version B, it's just going
to accumulate all of that into one Canvas
assignment grade. And that's just how
it helps out a lot. So I don't
actually have any version A or version
B stuff here. What I want to
make note of is that if you have
multiple versions, when you scan
them through, scan them as the
separate versions and upload them to
the separate versions. Otherwise, yeah,
sorry, Karin. With the exception of
bubble sheets, because the bubble sheets have
the version mark on them and you don't
have to do that there. Yeah, with the exception of the bubble sheets. Yeah, that was the only
thing. that I wanted to mention is because
we tested out the exam versions and we
put everything into one and it was a bit
of a mess. So it was you have to put them
into each individual. Yeah, that was the
last thing I wanted to mention. The other
trick that I will add if you're using bubble
sheets with versions, the place where
you bubble in the version on the grade
scope bubble sheet, I have digital versions
of that file where I have bubbled in
a, so I have version A bubble sheet,
version B bubble sheet, and the only difference
is which version bubble is bubbled
in. And then I print those with my exam.
So they're stapled to the back of the exam
packet so the student can't bubble in
the wrong version because their exam
packet that is version A has a version A bubble
sheet stapled to it so that I don't
have to rely on my students to tell me
what version they have. That's actually a very good pro tip right there. I think that
Great Scope has, what is it called, in the managed
submissions, you can create a little barcode at
the top, Kenneth, if I'm not wrong. You can create a
worksheet that has that so that if pages ever
get mixed up, it will automatically find
that little barcode at the top and group
them together in the upload. Yeah, excellent,
Terrence. If you wouldn't have asked
me, I would have been able to tell you exactly
what it's called. Labeled printouts.
That's what it's called. That's
what it's called. If you email help
at Gridscope.com, labeled printouts
is currently in beta. It's been in
beta for a while. Not that it doesn't work. It's just been in beta. But what that
does is you do upload a copy
of your exam. And then you say, hey, you have my template. I need 150 copies. We then give you
labeled printouts. So it has the
little codes. That way, if pages
get shuffled, we will just realign
them whenever you upload those
submissions. That's awesome. It really is cool. Can you real time
find a link to that? Yes, give me two seconds. What I can do is I can find it on our roadmap. Great. It'll be super simple
for me to find. Sorry, Kenneth, I'm making you work. Oh, no, I think it's
my job, right? There you go. In
the chat, there is the actual card for
labeled printouts. There is in
that card, there is the documentation
as well. And like I said, just
email help at Gradescope .com and they'll put
it in your course. Awesome. Thank you. I will
say, though, probably my favorite, not that
your questions weren't good, everybody, but
my favorite thing today was Corinne
talking about cutting off the corners, but
scanning upside down. for as I've been here
for four years I've never heard anyone say
that they're having to scan upside down so I
learned something today I absolutely loved it
so thank you friend makes sense there is a mechanical component
to this work all right if there's
no other questions thank you so much
Kenneth and Corinne for helping us make
this webinar impactful and if you
do have any questions again, please reach
out to me or your local CTL, and we can
get you sorted out. All right. Thank you,
everyone. Take care.
