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Instructional Design Project

Using GradeCam to Assess Students and Connect to PowerSchool

Katie Schmoldt Boise State University

EDTECH 503 Spring 2016

Part 1: Topic

Learning Goal

High school teachers at Timpview High School will be able to use the basic and complex

features on GradeCam.com to record and import students’ test scores into the grade book

on PowerSchool.

Audience

The learners will be high school teachers at Timpview High School who desire to learn

about GradeCam.com. They will be from all experience levels. Some teachers have not had

much experience with technology, while others are proficient. In addition, some teachers

have had previous experience with GradeCam while others have not.

Part 2: Analysis Report

Needs Assessment Survey

A 15 question survey was sent out electronically via Google Surveys to staff members who

would be interested in learning more about GradeCam (Survey). 20 people received the

survey, only ten responded. Questions asked teachers how often they give multiple choice

tests/quizzes and their current usage and comfort levels with GradeCam. In addition, it

asked teachers what features they were most interested in being trained on.

Needs Assessment Data

Most teachers are using multiple-‐choice

test data often or frequently. Teachers

could benefit for GradeCam as it speeds

Comfort level (1=low, 5= high)

up the data collection time and ease of

analyzing results. The teachers surveyed

felt fairly comfortable using GradeCam,

however, several had little little

experience using it at all. Teachers are

most confident in creating assignments and answer keys in GradeCam. Teachers were less

confident in transferring classes from PowerSchool to GradeCam, adding and removing a

student mid-‐year, changing student responses, using data from GradeCam, and transferring

scores directly from GradeCam to the grade book on PowerSchool. In addition to these

topics, teachers voiced an interest in learning about archiving classes, additional special

features, and analyzing data.

0 1 2 3 4 5 6 7

Creating Classes

Removing Classes

Adding/Removing a student midyear

Form Creation

Archiving Classes

Creating Assignments

Creating and Modifying answer keys

Scanning in forms

Analyzing Data

Transferring Scores from GradeCam to

Special Features (Cloning, Standards)

# of people interested

What are you most interested in learning about GradeCam?

Comfort level (1=low, 5= high)

Description of Learners

Timpview High School has 104 teachers on its faculty. The majority of the staff is female

(59 females, 45 males). 5% of the staff holds a doctoral degree, 42% of the staff holds a

graduate degree, and 53% holds a 4-‐year Bachelor’s degree. Due to the proximity of several

Universities, the majority of the staff is composed of younger teachers who have only been

teaching for five years or less. Due to the ages of staff, most of the staff has grown up using

computers and are literate in their use. However, there is about a third of the staff that are

over the age of 50 and so additional coaching might be necessary for these staff members.

Staff members noted that they have used various techniques to previously collect student

data (for instance, scantrons, Plickers, clickers, learning management systems). In addition,

these teachers are using multiple choice tests on a regular basis (as they mirror

standardized state testing). Finally, many teachers have already tried out GradeCam for the

last year. Thus, they have a working knowledge of GradeCam and the most basic features.

Two out of the ten teachers surveyed had very limited or no experience with GradeCam. All

staff owns their own laptop. There is also technicians on campus to help staff if they

struggle with computer issues. Laptops are required as GradeCam is a web based program.

Teachers should bring laptops to the hands

on training so they can practice using

GradeCam.

Description of the Learning Context

This training course would be given to staff

during an optional after school staff

meeting. Teachers would opt into the

course and receive professional development re-‐licensure points. The meeting would last

approximately one hour in the library (from 2:30-‐3:30 pm). The library is a long room with

many round tables stretching to the back. There is a projector in the front of the room. The

staff already owns their own laptops, but a mobile laptop lab could be brought in to provide

teachers with laptops if they forgot theirs for the day. The meeting would occur right after

the school day got out. This means that many of the teachers would be tired after working

at least seven hours already. Many teachers do not like staff meetings. Many teachers just

desire to go home as quickly as possible. Often in the past, teachers have seen that these

training meetings are unrealistic and unhelpful. Thus, by creating this as an optional

opportunity the staff who chose to attend will be more engaged and willing to participate.

The staff loses focus and engagement when just presented with a slide presentation. Having

hands on learning could be key to the success of this activity. There will be between 20 and

50 learners present. This makes it hard to manage the entire classroom and to give one on

one attention to everyone. The instructor would be a colleague who has experience

working with GradeCam before. The instructor will be a fellow teacher with knowledge and

skills of how to present in an engaging way. In addition, the instructor knows the

individuals in the presentation.

Transfer Context

During the training teachers will bring their laptops and set up GradeCam. Following a

demonstration, the instructor will give time for the staff to create class rosters from

PowerSchool and transfer them to GradeCam. In addition, sample GradeCam forms will be

available for staff to practice with. Following the training, the faculty will be using this

training in their own individualized classrooms. They will be using their own computers,

printers, and cameras to create the bubble sheet forms, assignments, and scan in test

forms. Teachers will need to have a working knowledge of GradeCam to quickly analyze

test scores. In addition, teachers will be working with real students and with real student

results. Teachers will also have to be able to transfer student data back and forth between

GradeCam and Powerschool (the grade book platform of Timpview High School). All of this

will be done individually and on an as-‐needed basis.

Task Analysis Chart

Part 3: Planning

Rationale

The goal is for teachers to be comfortable using features (including special features)

of GradeCam and for teachers to be able to transfer the information to PowerSchool.

GradeCam is an online program used to scan multiple-‐choice test bubble sheets which

allows for quick and efficient data collection and analysis. PowerSchool is the grade book

program that Timpview High School uses to collect student scores. By learning how to use

GradeCam and PowerSchool together teachers can save time and gather information on

their students’ learning more effectively and thus make instructional changes.

Generative Scaffolding will be used because teachers will come in with a basic

knowledge of how to work the programs. In addition, generative scaffolding will allow

teachers more individual experience with the program so that they can develop the skills

they need to use it on their own time.

Teachers are being taught about how to use GradeCam in order to save them time

when grading tests as it is a quick process and scores can easily be transferred into the

grade book (PowerSchool). In addition, the use of GradeCam facilitates instant feedback for

both students and teachers. By using GradeCam teachers can figure out what they need to

focus on more and what students struggle with.

Instructional techniques will include direct instruction along side hands on training.

This way learners can see the teacher demonstrate processes but at the same time try out

the programs so that they are better able to transfer the process to their classroom and so

they can gain confidence in how to work GradeCam.

Learning Objectives

1. Learners will be able to import class data and create/change classes in GradeCam.

1.1. Using PowerSchool learners will create a roster and save it as a CSV Excel file.

1.2. Using GradeCam learners will import the CSV class roster file.

1.3. Learners will practice manually adding or dropping students from their GradeCam

classes.

2. Learners will be able to collect data using GradeCam.

2.1. Learners will be able to create keys for tests.

2.2. Learners will be able to change the point value of questions.

2.3. Learners will be able to change the question type.

2.4. Learners will be able to edit a student’s test answers on GradeCam when a student

makes a mistake on the bubble sheet.

3. Learners will use GradeCam features to analyze test score data.

3.1. Learners will be able to view, analyze, and evaluate test results categorized by

student, class, or teacher.

4. Learners will be able to transfer test results from GradeCam into PowerSchool.

4.1. Learners will be able to open PowerSchool and create a new assignment.

4.2. Learners will be able to open GradeCam and use a hotkey on the keyboard to

automatically send data to PowerSchool

Matrix of Objectives, Bloom’s Taxonomy, and Assessments

Objective Number Bloom’s Taxonomy Classification

Scaffolding Strategy to be Employed to teach the objective

Type of Assessment

1.1 Applying Generative Performance Task



2.1 Creating Generative Performance Task




3.1 Applying, Analyzing, Evaluating

Generative Performance Task



ARCS Table

Attention

A1: Concreteness Instructor will give examples of how GradeCam has simplified grading. Anecdotes about student enjoyment and simplified.

A2: Variability Instructor will change tone of voice will be changed throughout to keep engagement and emphasize key points. Different instructional patterns will be used. Some direct instruction, some demonstration, and some hands on activities will be used.

A3: Participation Students will be required to bring a laptop and participate by completing activities on the GradeCam and PowerSchool.

Relevance R1: Experience The instructor will relate to the learners’ previous skills.

GradeCam is very relatable to the use of Scantrons, bubble sheets, and multiple choice assessments. Using GradeCam uses similar skills, but speeds up the process.

R2: Present Worth The instructor will clearly lay out the worth and goal of the instruction. Learning to use GradeCam will allow learners to speed up the grading process, give students and teachers instant feedback, and allow for teachers to gauge what students understand more quickly.

R3: Modeling The instructor will use enthusiasm throughout the demonstration to help engage learners. In addition, the learners will see how they can use this product themselves.

Confidence C1: Learning Requirements

The learning goals will be explicitly stated at the start of instruction. This will help students know what is expected of them and what they are trying to accomplish.

C2: Difficulty Generative scaffolding in the form of modeling will be given to learners to guide the process. This will help learners who find the process difficult. Meanwhile, the material is new, so the learners will not think the tasks are too easy.

C3: Personal Control Learners will have ample opportunities to demonstrate their knowledge. Their personal motivation to apply what has been modeled and taught will influence how well they are able to transfer their knowledge to the use of GradeCam.

Satisfaction S1: Natural Consequence

Learners will have the opportunity to practice using GradeCam during the training.

S2: Positive Outcomes Immediate feedback will be given to learners. Praise and personal attention will be given to individual students as the instructor circulates the room.

S3: Avoidance of Negative Influences

Learners won’t feel threatened by the training. It will be low risk and they will not feel judged by their skills or lack of skills.

Instructor Guide Outline Introduction

· Gain Attention: The instructor will begin the instruction by informing the class that they

will have a test. The instructor will hand out a GradeCam bubble sheet with a short test

with fun trivia questions (see appendix). Students will take the test.

· Establish Purpose: The instructor will inform learners that this training is to help

learners gain a better knowledge of how GradeCam works, how to gather and analyze data,

and how to import grades and classes to and from PowerSchool quickly.

· Arouse Interest: After having introduced the goal of the class have the class experience

scanning in the test and seeing their results. The instructor will briefly demonstrate the key

features of GradeCam (scanning in forms, changing a test answer, and reviewing reports).

The instructor will reward the top scorer a candy bar. The instructor will then inform

learners that students love having instant score feedback and teachers are able to quickly

to know how their individual students are doing. The instructor will show the YouTube

Introduction to GradeCam video to help illustrate why GradeCam will help save time.

· Preview the Learning Activity: The instructor will inform learners that the class will be

broken down into 4 parts. Part 1 will teach how to transfer class rosters from PowerSchool

to GradeCam. Part 2 will teach how to create and change assignments. Part 3 will teach how

to analyze data within GradeCam. Part 4 will teach how to transfer score data to

PowerSchool. All of the parts will have hands on training so that staff can participate in

each step.

Body

· Recall Prior Knowledge: Instructor will ask learners to turn to their neighbors and share

their experiences with the following topics things: 1. Multiple choice tests; 2. Scantrons,

bubble sheets, learning management systems and current assessment practices; and 3.

Current usage of GradeCam.

· Process Information and Examples: Instructor will give examples of how to use

GradeCam and will model each step or of the process.

1. The instructor will pass out the PDF Instructions of how to import classes

from PowerSchool to GradeCam. The learners will watch as the instructor

demonstrates how to import class rosters into GradeCam. The learners will

then practice by exporting one class from PowerSchool into GradeCam. This

will be guided by the use of the PDF instructions. In addition, the instructor

will monitor the room.

2. The instructor will then show the GradeCam Basic Features video from

YouTube to help learners recall important and simple information on the use

of GradeCam.

3. The instructor will model to students how to create assignments and keys,

change question values and question types. The instructor will then have the

learners create their own assignment based off of a multiple-‐choice test they

brought to the training.

4. The instructor will then demonstrate how to scan a form and will then show

the learners how to edit student’s answers in the GradeCam program when a

student makes a mistake on the bubble sheet.

5. The instructor will then demonstrate how to transfer data from GradeCam to

PowerSchool. Be sure to briefly remind teachers how to make an assignment

in PowerSchool. This also includes showing learners how to use the hotkey

for quick transfers.

6. The instructor will then demonstrate how to add or remove students from a

class roster in GradeCam if the student has recently dropped or added the

class. Time will be given for students to practice this skill.

· Focus Attention: Instructor will have learners view data charts in GradeCam and ask

table groups to analyze what the data means and how the data could drive future

instruction. Learners will discuss these questions at their table groups and then share their

findings with the entire class.

· Practice: The majority of the time will be given for learners to practice exporting

rosters from PowerSchool, creating assignments in GradeCam, and exporting data from

GradeCam to PowerSchool. Learners will practice what was modeled for them. Key tasks

include exporting rosters, finishing making a test key, and practice scanning in a test sheet.

· Feedback: As learners are working the instructor will circulate and advise learners.

Conclusion

· Summarize and Review: The instructor will overview the process. The instructor will

ask learners to reflect with their tables on how this tool can be used in their classrooms.

· Transfer Learning: Instructor will encourage learners to create a test and use it for their

own classrooms.

· Motivate and Close: The instructor will close by acknowledging the amount of time that

can be saved by using GradeCam and how it can help identify student and teacher strengths

and weaknesses.

· Assess Learning: Learners will self-‐assess how well they understand the different

features of GradeCam and will check off which tasks they successfully completed. In

addition, before the training is over the instructor will ask students if they have any

questions or if they need anything reviewed. The instructor will assess learning based off of

these questions and then immediately reteach major concepts.

· Feedback: A survey will be sent electronically after the workshop asking learners to

evaluate the professional development opportunity and the instruction.

Learner Content

Learning Materials

1. Laptop with PowerSchool and GradeCam downloaded onto it.

2. Each teacher should bring a multiple choice test to the training.

3. Welcome to GradeCam training Quiz bubble sheet (and answer key) (see appendix)

4. YouTube introduction to GradeCam

GradeCam. (2015, August 05). GradeCam Overview NEW! Retrieved April 27, 2016, from https://www.youtube.com/watch?v=JMG-‐4iumjow 5. YouTube Basic Features Video

McCart, R. (2013, October 08). Gradecam Tutorial. Retrieved April 27, 2016, from https://www.youtube.com/watch?v=jwFmX9siwsk 6. PDF Instructions: How to import classes into GradeCam from PowerSchool (See

appendix)

Formative and Summative Assessment Materials

Students will participate in a performance assessment as they demonstrate their

knowledge by carrying out tasks using GradeCam and PowerSchool.

The instructor will give time for learners to ask questions. These questions will help clarify

which students are still struggling and will give the instructor a period of time to reteach

needed content.

At the end of the professional development, the instructor will give learners a paper

checklist of the objectives and learners will rate how well they understand each objective

(see appendix).

Technology Tools

Projector—this will help learners view what the instructor is modeling.

Laptops—this will allow learners to participate in hands on learning experiences.

GradeCam.com—Having access to GradeCam.com is essential to the learning goal.

PowerSchool—Having access to PowerSchool is essential to the learning goal.

Microsoft Excel—This program is essential in transferring student rosters from

PowerSchool to GradeCam.com

Part 4 Evaluation Evaluation Plan

Evaluation took place throughout this project as learners’ needs were assessed and as

resources were created. When an outside perspective evaluated the initial plans several

key flaws were evident. First, the initial audience was the entire school. By evaluating the

goals and scope of the project it was clear that teaching GradeCam to only a group who

opted into the training would better provide the skills, motivation, and engagement to

those who were interested. This way the training would not become another boring and

tedious professional development opportunity. In addition, evaluation will be ongoing. This

plan will be altered if it is found after running the training and evaluating how the learners

did that key elements were missing or would be better taught via off location screen casts

to allow for continuous review and practice. Evaluation allows this design to focus in on the

what the learners need and how to best meet the learning objectives. As this is the case,

Kirkpatrick’s four-‐level evaluation model has been used to evaluate this training. Learners

will receive a Google Survey three days after the training to help evaluate the effectiveness

of the training.

• Level 1: Reaction

o Learners’ reactions will be gauged during the training by watching body

language, but a Google Survey will also be sent out to supplement training

observations.

§ Was the time spent in the GradeCam training valuable?

§ Was the presenter engaging?

§ What were the strengths of this training?

§ What were the weaknesses of this training?

• Level 2: Learning

o Learners learning growth will be measured based off of a self-‐reflection that

asks learners to follow a checklist version of the objectives and rate how well

they understand and feel comfortable with each objective item. To maximize

understanding of learning this checklist will be compared with the needs

analysis survey sent out before the training and see if the learners are more

comfortable with certain elements of GradeCam.

• Level 3: Behavior

o A Google Survey sent out three days after the training will gauge if the

learners have started to use any of the skills they learned during the training.

In addition, this part of the survey will be sent out a month after the training

to gauge longer-‐term impact.

§ Have you logged onto GradeCam since the training?

§ Have you successfully imported all of your classes to GradeCam?

§ Have you used GradeCam in any of your classes yet?

§ When do you plan on using GradeCam?

• Level 4: Results

o To gauge whether or not the learning reached the goals of the organization

the instructor will speak with the Principal of Timpview High School. In

addition, there will be a question that asks learners to evaluate if they

reached their goals by attending the workshop.

§ What was your goal in attending this training?

§ Did you meet your goal?

Expert Review

Jeramy Debry a chemistry teacher was the Subject Matter Expert (SME) and agreed to

review this instructional Design Project. Jeramy uses both PowerSchool and GradeCam to

help perform administrative tasks and grade tests. Jeramy has been working with both

programs for over two years. A survey was created using Google Forms that asked Jeramy

to evaluate the instructional guide and learner content. The survey was sent via email on

April 19th,, 2016. Jeramy responded on April 23rd. I met with Jeramy and discussed her

responses after she submitted the survey.

Evaluation Survey

Questions included on the Google Form sent to Jeramy Debry are included below. The

survey was formatted to require Jeramy to answer all of the questions and gave significant

amounts of space to elaborate on the given responses.

1. Is the goal relevant and appropriate for teachers at Timpview High School?

2. Are the objectives clear and do they help meet the learning goal?

3. Is the instruction guide easy to follow?

4. Are the activities presented in the right order to help scaffold learning?

5. Is the PDF handout easy to follow?

6. Are the videos appropriate to share and do they add to the presentation?

7. Will the assessment materials help determine if students have learned the necessary

skills to competently use GradeCam on their own?

8. Is there anything missing that should be addressed in the training?

9. What are your general impressions of the project? Do you have any other

suggestions?

Expert Review Report

Instructional Guide

The SME felt that the goal was relevant as it allows teachers to save time by learning this

piece of technology in a clear directed environment. The SME thought the objectives list

was comprehensive and would cover all major problems encountered while working with

GradeCam. The SME commented that the instructional guide was easy to follow and that

many of the best features of GradeCam were pointed out. An activity to make the order

more meaningful would be to walk the teachers through a simulation test run and allowing

the learners to see each problem they may encounter and the steps to take before breaking

up into hands on practice sections.

Learning Materials

The SME believes that the PDF handout was easy to follow. For a even more thorough

instruction of students, the SME suggests making additional instructional sheets about

other aspects of GradeCam (Creating assignments, changing question values and types).

The SME says the videos are relevant and helpful to allow for modeling purposes but

comments they are a little dry. The SME mentioned that the most helpful assessment

material would be to add a question period to see what teachers feel they understand and

to assess what they still need additional support with.

General

Overall, the SME thought it was a well thought out plan and the steps were presented in a

good order. In addition, the SME appreciated the variety of teaching strategies and notes

that the presentation covers many questions that someone could have during the

presentation. However, the SME suggests that more explicit instructions about importing

grades into PowerSchool could be added as well as more step-‐by-‐step instruction handouts

could be created.

Comments on Changes

The SME suggestions were valuable. After reviewing the SME comments I added a few

more directions in the Instructional Guide to help guide the instructor a little more

thoroughly. I appreciated the concept of having a run through of the entire GradeCam

program before breaking the program up into chunks and allowing hands-‐on work time. I

think by running through all of the steps at once it will allow the learners to see the scope

of the program and get a better general feel for the program. I added this run through into

the “Arouse Interest” section. Other changes that I might make would to be to make more

step-‐by-‐step instruction guides. I currently only have one guide that outlines the most

complicated step of the entire process. If I find that the learners are struggling consistently

with other steps I would make additional guides. The SME mentions the videos are a little

dry. I agree with this. I might take out the showing of the second video and just have the

instructor demonstrate the instructions themselves and send the videos out to the learners

as away to review materials after the training. In addition, I could create my own

screencasts of the learning process so that teachers could review the process on their own

time and when they are having a hard time remembering what to do (this could even take

the place of the PDF written directions). Finally, in the assessment section I added the SMEs

recommendation to have a question and answer period to gauge and rectify any problems

learners were still struggling with or were concerned with.

Reflective Synthesis Paper

Instructional Design is like optometry. Both instructional design and optometry

works to solve a problem. This problem can only be solved if you reach out to individuals

and find what they individually need. You cannot just figure out the right prescription for

one individual and then pass out the same pair of glasses to everyone. There is not one fit

for everyone. This is similar to instructional design. You must be aware of the needs and

assess who needs what. Also, in optometry there are different delivery methods. For

instance, an individual could walk away with glasses, bifocals, sunglasses, contacts, surgery,

or maybe even nothing. The same holds true for Instructional Design. There are different

ways to deliver content to individuals. You could have face-‐to-‐face instruction, synchronous

discussions, online videos, and other individualized teaching tactics. Another aspect of

instructional design that is very similar to optometry is the fact that in both you must

constantly reassess and evaluate your results. In optometry the eye doctor will

continuously try a new prescription in front of your eyes and your job is to tell the doctor if

the image is better or worse. The doctor then assesses what needs to be done and makes

changes to make an even better prescription for you. This is similar to instructional design

as an instructional designer must constantly be evaluating their work and changing the

design to fit individualized needs. Evaluation should be occurring at every step of the

process. In the end, both optometry and instructional design meets your needs with a

product (eye glasses or a training course). However, neither are done right then. Evaluation

still has to occur. Your eyes will get worse over the years. You will go back to the eye

doctor. The job isn’t done just because you got glasses. Changes might still need to happen.

Similarly, in instructional design sometimes lessons need to be retaught or additional

guidance will need to be given later. In addition, different situations, times, and trends will

change what tactics and techniques will be used in the design process. In the end, both

optometry and instructional design aim to help people see more clearly. With this

expanded vision both optometry and instructional design are empowering people to go

forward and do many other good things!

Previous to this class I had not been introduced to instructional design. As far as I

knew it was creating lesson plans. However, Instructional Design is much more than just

creating lesson plans. Usually I create lesson plans on the spur of the moment and I chart

out the major activities. However, with instructional design you look at every aspect of the

process. You practice backwards design because you start with your learning goal, what

you want to accomplish. Then you need to find out who your audience is and what their

needs are. This challenged my current way of doing things because often in instruction all

students are grouped together (for instance, students are moved through the grades based

off of age). With instructional design you need to be sure to meet individual needs. Another

way I was challenged was because my experience consists of constructing lessons for

history students and this project helped me realize I need to explicitly define what the

transfer context is and to have it be as realistic to where they will use the information in

real life. This has made me want to find ways my students can use skills for historical

engagement. I was expanded by the ID Projects as I had to chart out all of the objectives,

what taxonomy levels I would use, how learning about GradeCam fit into the ARCS model. I

had never done any of these things before, but in this project I specifically thought about

the level of Bloom’s Taxonomy I would use (mostly the applying level). I charted out how I

would gain attention (through concreteness, variability, and participation), relevance

(through experience, present worth, and modeling), confidence (through learning

requirements, difficulty, and personal control), and satisfaction (through natural

consequences, positive outcomes, and avoidance of negative influences). These are all

things I have used in instruction at various points, but the ID project required me to be

deliberate about it.

I think the design process will relate to my work in educational technology, as it will

cause me to think about the individual. As Larson and Lockee (2014) state It will cause me

to try to instructional strategies that “foster student learning including pre-‐instructional

activities, presentation of content, learner participation, assessment, and follow-‐through

activities”1. As I go about my work as an educational technologist I need to assess needs

before hand, pick appropriate strategies to best teach and engage students, always assess if

students met the goals, and reteach. Finally, I think the principle of always evaluating and

assessing your instruction and design will help me become a better instructor by teaching

me to become more reflective and will open my up to the possibility of trying new methods

to try to reach more students. Reaching individuals is the goal after all, and the process and

theory I learned from the design process will help me consider individual needs more.

1 Larson, M. B., & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. (Chapter 8, p.

Appendix

GradeCam Needs Assessment Survey 1. How often do you give your students a multiple choice test or quiz? Never 1 2 3 4 5 Frequently 2. How often do you use GradeCam? Never 1 2 3 4 5 Frequently 3. How comfortable do you feel using GradeCam? Not Comfortable 1 2 3 4 5 Very Comfortable 4. How comfortable do you feel using a computer for assessment data collection? Not Comfortable 1 2 3 4 5 Very Comfortable 5. What is your current experience with using technology to help with data collection? 6. How comfortable are you at transferring classes from PowerSchool to GradeCam? Not Comfortable 1 2 3 4 5 Very Comfortable 7. How comfortable are you at adding/removing a student from your class roster mid-year? Not Comfortable 1 2 3 4 5 Very Comfortable 8. How comfortable are you at creating assignments in GradeCam? Not Comfortable 1 2 3 4 5 Very Comfortable 9. How comfortable are you at creating an answer key in GradeCam? Not Comfortable 1 2 3 4 5 Very Comfortable 10. How comfortable are you at using the camera feature to scan in test forms? Not Comfortable 1 2 3 4 5 Very Comfortable 11. How comfortable are you at changing answers using GradeCam when a student makes a mistake on their answers? Not Comfortable 1 2 3 4 5 Very Comfortable 12. How comfortable are you at finding and using data using GradeCam? Not Comfortable 1 2 3 4 5 Very Comfortable 13. How comfortable are you at transferring scores directly from GradeCam to PowerSchool? Not Comfortable 1 2 3 4 5 Very Comfortable 14. What are you most interested in learning about GradeCam? (Select all that apply Creating Classes Removing Classes Adding/Removing a student midyear Form Creation Archiving Classes Creating Classes Creating Assignments

Creating and Modifying answer keys Scanning in forms Analyzing Data Transferring Scores from GradeCam to PowerSchool Special Features (Cloning, Standards)

15. What questions do you have regarding GradeCam?

Welcome to our GradeCam training!! Today we will learn about basic and advanced features of GradeCam along with how to transfer data between PowerSchool and GradeCam. To start us off go ahead and take this TEST! Your instructor will tell you the GradeCam ID.

Disney Princess Quiz

1. What is the name of Pocahontas’s best friend from her tribe?

a. Nakoma b. Ninoma c. Nina d. Nora

2. Finish the lyric: “Flower Gleam and Glow…”

a. “Let your courage shine.”

b. “Let your beauty shine.”

c. “Let your power shine.”

d. “Let your light shine.” 3. What instrument created the

sound of the Dragon’s teeth snapping in Sleeping Beauty? a. Drums b. Steelpan c. Xylophone d. Ebony Castanets

4. What three items does Grandmother Fa give Mulan? a. Dragon, pear, and necklace b. Cricket, apple, and pendant c. Dragon, apple, and earrings d. Cricket, pear, and bracelet

5. Which dwarf steals extra kisses from Snow White? a. Doc b. Bashful c. Dopey d. Happy

Modified from: Quiz: The Most Princessy Disney Princess Trivia Ever | Oh My Disney. (2014). Retrieved April 27, 2016, from https://ohmy.disney.com/quiz/2014/12/15/quiz-the-most-princessy-disney-princess-trivia-ever/

Disney Princess Quiz Answers Answers: 1. A 2. C 3. D 4. B 5. C Modified from: Quiz: The Most Princessy Disney Princess Trivia Ever | Oh My Disney. (2014). Retrieved April 27, 2016, from https://ohmy.disney.com/quiz/2014/12/15/quiz-the-most-princessy-disney-princess-trivia-ever/

How to import your classes into GradeCam from PowerSchool Created by Katie Schmoldt

The process is a tad complicated, so here are some pictures to help you. 1. Open PowerSchool. You will have to do the same process for each class. So pick your first class. Then, click the reports tab and select “Student Roster.”

2. Once you do step 1, it will open a page like this. You will need to change a few things. Most importantly, under “Output Type” you need to click “Export (CSV)” and you need to click on “Student number” under “Student Info.” Screen shot 1 is the before and screen shot 2 is the after with the right things selected. Then you need to push “Run report” in the bottom corner. Screen shot 1:

Screenshot 2 WHAT YOU NEED TO CHANGE IT TO!

3. As soon as you push run report, a pop up window will ask you if you want to save or open your report. Go ahead and push “Save.” Pick somewhere to save it that you will remember (I usually name mine Period 1 and just save it to the desktop for simplicity). 4. Once you do that go open the document that you just saved. It will open up Excel and will look like the image below. You need to erase the information written in the first row where it says the section number. Save the document and then you can close the file.

Erase this text that says “section:1(A)…”

5. Open up gradecam.com using the Internet. Once in GradeCam click the “Classes tab.” Inside this tab click the “Add Class” button. (Note, under this tab you can also look at your classes and add students later in the year and you can also delete students. Play around with this feature by clicking on the class name).

6. When you push add class this screen will come up. Go ahead and name your class whatever you want!

7. Once you’ve named your class, this screen will come up. You can either manually add students by pushing the “Add” button or you can import your whole class list you just made by pushing the “import students” list. (The add button is what you will do later in the year when random students join your lovely learning environment). For now go ahead and push import students.

8. When you push “Import Students” this screen will come up. This is where that Excel document you made in step 4 comes in handy. Push “Choose File.” Then you need to locate where you saved that file on your computer and select that file. Then push “Import.”

9. Next this page will open. You don’t really need to change anything with this page if you have done exactly as I have told you. At the bottom of the page (Not shown) is a button that says “Next.” Click it.

10. The final step is to make sure you change a few drop down menus. Make it look like the example below or you can look at the other options for GradeCam ID and pick one of those options. Push next at the bottom of the screen.

11. A screen pops up that wants you to review the information. Push submit and then you will be ready to scan all of those tests and quizzes to your heart’s content! 12. REDO THE ENTIRE PROCESS FOR ALL OF YOUR OTHER CLASS PERIODS! Then your classes will be added to the GradeCam rosters and you can start scanning student papers. Next steps: Learn how to add or drop students who move midyear.

How well do you know GradeCam now? Name:_______________________________ For each of the learning objectives rate how well you understand the topic. For those topics that you have “No Clue!” about please talk to your instructor. Learning Objectives No

Clue! Need some practice still!

Got it down, I’m good to go!

1. I can import class data and create/change classes in GradeCam.

1.1. I can use PowerSchool to create a roster and save it as a CSV Excel file.

1.2. I can use import the CSV class roster to GradeCam.

1.3. I can manually add or drop students from my GradeCam classes.

2. I can collect data using GradeCam.

2.1. I can create keys for tests.

2.2. I can change the point value of questions.

2.3. I can change the question type.

2.4. I can edit a student’s test answers on GradeCam when a student makes a mistake on the bubble sheet.

3. I can use GradeCam features to analyze test score data.

3.1. I can view, analyze, and evaluate test results categorized by student, class, or teacher.

4. I can transfer test results from GradeCam into PowerSchool.

4.1. I can open PowerSchool and create a new assignment.

4.2. I can open GradeCam and use a hotkey on the keyboard to automatically send data to PowerSchool.

What questions do you still have about GradeCam?

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