Distance learning is an opportunity and a reminder for teachers to approach learning from a different perspective. One essential teaching task we have to redefine is online grading students with learning equity and multi-tiers system of support (MTSS)
Before COVID, teachers are so comfortable with making worksheets or talking on stages.
With new COVID’s variants, schools could go back to full distance learning at anytime. Teachers need to prepare for it. As current educators, distance learning helped us redefine the following essential teaching tasks:
Comprehensive and Real-time auto-updated for both teachers and student: Conventional school information system’s gradebook mainly serve to post grades for students and parents. Those grades are static and infrequently updated by teachers, so it is meaningless for students and their parents.
Our new grade book is interactive, comprehensive, and auto-updated. Students and parents can log in with students’ accounts to view all student’s grades, and students can make up works, re-attempt practices, and access lectures not at their convenience. Students and parents will see students’ grades automatically updated after students make up the missing works. If students are complete interactive practices, they get instant feedback on each response, and students can retry the questions for partial or full credit.
We redefine our gradebook into a powerful motivation tool for students to engage extrinsically and intrinsically. Parents also use the Gradebook to hold their children accountable at home because all students’ efforts and progress are transparent for all stakeholders. Altogether, the gradebook redefine our roles as educators, supporter, and facilitator of learners.
How does it streamline Learning Equity?
Learning equity refers to providing students with resources and support that meet student’s individual needs. Learning equality refers to providing all students with the same amount of resources and support, regardless of their individual needs.
Teachers often deny students of additional intervention and support because they do not want to add extra work to accommodate students’ “mistakes” and “lack of effort.” Accepting and grading late works often take more time than grading work turning on time. We have to grade it and update it on the district’s information system’s grade book. The pile grows really fast if teachers procrastinate or students turn it in at the last minute.
Likewise, teachers do not let students redeem their tests’ grades by allowing students to retake to get a higher average grade because it also requires teachers to put in extra work. Conventional paper-and-pencil assessments or some online assessments require teachers to manually make different versions of the assessments. Then, teachers have to grade them manually based on the different versions.
Our new gradebook and grading system streamlines the process of intervention and support. The comprehensive data of students’ effort and outcomes allow us to provide Multi-tiers of Intervention and Support. Our students can make up any missing works at their convenience, and it’s integrated. Our assessments are also auto-graded, and it generates different version each time a student attempt it.
Altogether, our new gradebook allows us to quickly and easily provide struggling students with additional accommodations based on their individual needs with just a few clicks away. In many ways, we have achieved an almost perfect learning equity setting with this new gradebook and grading methods.