Documentation:LTHub/Gradescope/Get Started

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Note: Gradescope has been funded through December 2020.

Gradescope provides detailed documentation for getting started.

To send a request for the LT Hub to integrate Gradescope in a Canvas course please see: https://lthub.ubc.ca/support/lt-hub/setup-requests/

First-time users should also note the following.

  • The Canadian instance of Gradescope on gradescope.ca is available as of February 2020. The gradescope.com instance is hosted in the US so we should no longer use it as of the 2020S term.
  • Tips for creating effective rubrics that work well within the limitations of Gradescope:
    • When practical, choose a positive or negative grading scheme based on what will be faster for TAs to enter (e.g., negative if students are expected to do most of the questions right), to save on clicks/keystrokes.
    • Plan to add an extra rubric item to indicate when an answer is entirely correct (in a negative grading scheme) or incorrect (in a positive one), since in Gradescope you need to assign some rubric item for the question to be considered graded.
    • Try to avoid schemes that combine points in a single rubric (i.e., one item wrong, two items wrong, three items wrong), as it's harder to use the grading analytics this way. Instead, have individual rubric items for individual kinds of errors or successes to take advantage of the rubric-based filtering and analytics.
    • Try to avoid schemes that force TAs to choose among a group of rubric items (e.g., choose one of the following three items), as this setup can be challenging for TAs to enter and students to interpret correctly.
    • In the case of reaching ten or more rubric items for a question, consider breaking the grading into two parts, so half the items appear on the screen at a time.
    • Set up an initial rubric description and weight for each item, but modify this as grading progresses. As new responses are encountered, edit the description so it more clearly fits (or doesn’t) the types of answers encountered and adjust the weight at the very end.
  • Highlighting time savers for TAs new to Gradescope can significantly help their efficiency. TAs should be shown numbers can be used to select rubrics, rubrics can be reordered, and hotkeys can be used for navigating. Additionally, comments can be reused for multiple students, if entered without too much specificity initially.
  • Gradescope can make regrade requests easier for students, so consider requiring a clear justification (or otherwise raising the bar) for making these requests in the application.
  • Caution TAs to actively stay mindful when grading, since the speed that Gradescope can enable may result in mistyping.
  • Build in a fail-safe when multiple graders work in parallel to avoid accidental overwriting of grades.
  • Try the artificial intelligence features, if available and applicable to the question, as many instructors and TAs find this saved them time.
  • Consult the Computer Science department for tips on handling the paper-to-digital grading workflow with Gradescope.