According to Schunk and Mullen in John Hattie’s Visible Learning: Guide to Students Achievement, they assert that “perception of progress builds self-efficacy and sustain motivation” (p.41). This statement simplifies the significance of having a meaningful and comprehensive gradebook that allows students to track their progress and improve.
However, we all know that many teacher do not update their gradebook daily, or even weekly. Some teachers would wait until near the deadline so progress report to update their grades. How do you expect all students, especially high-risk students, to be motivated and complete the work on time?
Before the pandemic, we interact with students daily to provide them with different forms of feedback that help students build their self-efficacy. Likewise, students’ daily interactions at schools help motivate themselves to do well in school.
Hybrid and distance learning makes it challenging for teachers to build rapport to keep their students motivated. If teachers take days and weeks to update students’ grades and provide meaningful feedback, many students are left behind.
We use our Learning Management System website and specific strategies to streamline grading and provide students meaningful feedback instantly in our classes. Using a comprehensive Learning Management System website, we can redefine our activities that allow students to track students’ progress and build their self-efficiency. Most importantly, the gradebook is adaptive, so students can make up missing assignments for re-attempt to improve their grades at their own time. More importantly, it allows students to learn or relearn the content to build mastery.
All students have access to this detailed and comprehensive gradebook to self-assess their learning outcomes. Students can also quickly identify their mistakes, weaknesses, or missing work to make up at their convenience without having to ask their students (at the discretion of their teacher’s preferences or setting).
It also empowers parents and other staff to work with students based on the data from the comprehensive gradebook by providing personalized intervention and support for each student. It also allows students’ parents to use it as a tool to motivate students at home. The quantitative data and unlimited opportunities for students to make up missing allow both parents and teachers to encourage students to be an active owner of their learning outcomes and achievement.
At the discretion of a teacher’s preferences and setting, the teacher can allow all students to review their responses, grades, and attempts at a particular activity. For formal tests or similar assessments, teachers can disable such privilege; however, teachers will still have access to valuable data to provide meaningful support for each student. We have many Special Education students with IEP and 504, and we share this data with students’ case carrier to provide personalized and meaningful support for students.
For example, many parents of my students would use the gradebook before Christmas and Birthday to motivate students to make up the missing work in order to earn their present. Because of my activities are auto-graded and updated, students do not have any valid excuses not to make up any missing work.
When we have any parent meeting, it is very easy to identify what students need to improve their grades. Likewise, meetings to support students with IEP and 504 is more meaningful for the students, parents, case carriers, and administrators. All stakeholders have measurable and actionable data that can support students based on that each student’s specific needs.