diff --git a/_contributors/sean-yang.md b/_contributors/sean-yang.md new file mode 100644 index 0000000..fdbcbf2 --- /dev/null +++ b/_contributors/sean-yang.md @@ -0,0 +1,6 @@ +--- +name: Sean Yang +is_maintainer: false +email: szyang@berkeley.edu +github: seany4ng +--- diff --git a/assets/images/gradescope/answer-groups.png b/assets/images/gradescope/answer-groups.png new file mode 100644 index 0000000..7ce1ca3 Binary files /dev/null and b/assets/images/gradescope/answer-groups.png differ diff --git a/assets/images/gradescope/exam-outline.png b/assets/images/gradescope/exam-outline.png new file mode 100644 index 0000000..1d05dd7 Binary files /dev/null and b/assets/images/gradescope/exam-outline.png differ diff --git a/course-software/gradescope/exam-grading.md b/course-software/gradescope/exam-grading.md new file mode 100644 index 0000000..1c94511 --- /dev/null +++ b/course-software/gradescope/exam-grading.md @@ -0,0 +1,94 @@ +--- +layout: page +title: Exam Grading +parent: Gradescope +nav_order: 1 +--- + +# Exam Grading + +This section will outline the specific protocols pertaining to grading exams on Gradescope, but the tips +will be useful for written assignment grading as well. + +## Creating an Outline + +For all structured exams, Gradescope will ask you to upload a PDF of the exam to create an outline. +Part of this includes finding which region of the exam you want the question to encompass. + +gradescope exam outline + +The box size you choose to include depends on the type of question you're grading. If the question requires a +single specific answer (e.g. `8 KiB` or 30 sectors), you may want to restrict the box to the answer box +itself. If the question is a short or long answer however, it is fine to include the question, as it makes it +easier for other graders to review the entire rubric en masse. The next section will explain why. + +## Answer Groups + +When grading a question, you're given the option of grading individually, or specific answer groups: blank +answers, multiple choice, text, or math. Multiple choice is self-explanatory. + +gradescope answer groups + +**Text/math**: When doing text or math, the algorithm will evaluate all text within the box you've selected for +the answer outline, which is why restricting the outline box to the answer box will help eliminate erroneous +groupings that include scratch work. + +If you intend to evaluate an answer fully taking the work they show into account, it is likely fine to include +both the answer box and the scratch work box and just do blank answer grouping. + +**Blank answer grouping**: For all questions requiring explanations of one or more sentences, you should almost +always be grouping by blank answers, _not_ grading individually. Here is one framework that has worked well +historically across several classes: + +1. Create three default answer groups: Blank, Fully incorrect, Fully correct. For answers you're 100% sure +deserve no points or full points respectively, add them to these answer groups. +2. For every response you're unsure of, create a new answer group describing what this response did. Add all +future responses matching this to this answer group. +3. You will end up with between 4-10 answer groups, depending on the question. Now just create a rubric that +captures these answer groups and grade! + +Because grouping responses into answer groups takes the vast majority of the time, this method ends up being just +as fast as grading individual responses 1 by 1, if not faster. In addition to this, there are a few notable +benefits of grading this way over grading individual responses: + +- It is very easy to go back and update the rubric, because assigning a new grade to every answer group is much +faster than going through every individual response. +- It keeps the responses very well-structured. Even if you don't quite know how to assign points to a question +yet, you can complete 98% of the grading overhead simply by category grouping. +- The answer groups you create serve as a log of the responses your students provide, as well as how many +students wrote each response. Such is useful data for the future. + +## Assigning points + +A quick note on point assignment. The purpose of an exam is to test a student's understanding on certain topics. +The most objective way we currently have is assigning points on questions for student answers. +On one hand, the most important part of exam grading is having a consistent rubric that is applied equitably +for every student. In addition to this though, it matters too that the answers that are neither fully correct +nor fully incorrect are assigned points roughly proportionally to how correct they are. + +For instance, suppose you give students a question, "Explain how an inode-based file system works." +A fully correct response might be one that briefly describes direct pointers and indirect pointers, +and that they make extending a file very natural (providing reasons why). We'll go through two example +responses and explain how grading it might work: + +1. Explains what direct/indirect pointers are, that they substantially increase max file size. +2. Explains what direct/indirect pointers are, that having tiers of pointers balances +faster access to small files and support for bigger files simultaneously. + +Let's suppose 2. is fully correct, and 1. is partially correct. In deciding how many points to assign +to each response, it's important to think: in the context of this class, how much more does a student have +to understand about inodes to understand what 2. is saying versus what 1. is saying? In other words, +roughly what percentage of the total knowledge does 1. capture? + +These ideas apply to both free response and numerical answers. Suppose you are deciding how to assign +partial credit to a response which is off by 1, or off by a factor of 2. The same questions arise: +what percentage of complete understanding does the student have to grasp to arrive at this almost correct answer? + +These questions will be left as a thought experiment for the reader, who is encouraged to think about +their own exams and how framing exam grading in this way might influence rubrics. + +## Relevant Gradescope Docs + +- [Managing Assignments](https://guides.gradescope.com/hc/en-us/sections/21586609950477-Managing-Assignments) +- [Exam/Quiz Assignments](https://guides.gradescope.com/hc/en-us/sections/27893603774605-Exam-Quiz-Assignments) +- [Answer Groups](https://guides.gradescope.com/hc/en-us/articles/24838908062093-AI-Assisted-Grading-and-Answer-Groups) diff --git a/course-software/gradescope/index.md b/course-software/gradescope/index.md new file mode 100644 index 0000000..96e9a6f --- /dev/null +++ b/course-software/gradescope/index.md @@ -0,0 +1,12 @@ +--- +layout: page +title: Gradescope +parent: Course Software +nav_order: 1 +--- + +# Seamless Learning + +[Gradescope](https://gradescope.com) is the software responsible for grading students assignments +from coding tasks to written homework assignments to exams. There is plenty to know about Gradescope for each +type of assignment. \ No newline at end of file