J’aime Holderbaum
CEP 810 Assignment #2
Applying Technology to a Problem of Practice in Education
Analysis of WebGrader:
~A web based system that combines a traditional grade book with the power of standards based assessment~
The Problem of Practice: A Need or an Opportunity
Maintaining accurate records, collaboratively sharing grades with special education teachers, collecting grades from special teachers, and providing meaningful reports to parents and students are very time consuming tasks that teachers encounter. Many teachers still manually record grades by hand in a traditional grade book. They must enter a class roster for each subject and also calculate each student’s average grade individually with a calculator. At the end of each marking period, teachers need to spend time collecting grades from special teachers such as the art, gym, music, and computer teachers to attach to report cards. Then the teacher must transfer each grade to a report to provide to parents and students. Keeping track of which standards have been covered is time consuming for teachers as well. An additional implication that teachers face is communicating with parents regarding grades and missing assignments.
WebGrader, a product of Collaborative Learning, Inc. is a web based program that not only saves time, but also allows teachers to easily convey information more effectively with parents and students. It is an option to share grades with other teachers such as special education staff. The program allows teachers to perform standards based assessment as well as keep track of which areas of the curriculum have been covered. When creating report cards, special teachers can enter grades at their computer station, and the grades are automatically transferred to the correct student report card. The success of WebGrader is dependent upon accurate teacher usage, and thorough training for teachers and parents.
Important Characteristics Related to the Teacher, Student, and Parent
WebGrader is a web based system that combines a traditional grade book with the power of standards based assessment. Teachers may use this tool by accessing their grade book from any location that has internet access, which makes entering grades from school or home a convience. WebGrader averages student grades and imports them into a variety of reports that are available such as standards-based report cards, multi class progress summaries, standards assessed by student, standards average scores, and standards not assessed. Students and parents also can access and view grades, assignments covered, which assignments are missing or overdue, and teacher comments. This feature helps parents to be more actively informed. Teachers can choose to share their grade book with other teachers such as special education teachers if necessary.
Because developing an understanding about your child’s performance in the classroom is critical to his or her success, it is important to allow teachers to utilize a program that easily conveys information to parents and students. WebGrader is a program that engages parents more actively in viewing their child’s progress as well as view specific standards that have been assessed.
Technology-Integrated Solution
In order to relieve teachers from the time consuming task of keeping accurate grades, keeping track of standards covered, and providing important reports to parents, WebGrader can be of assistance.
A research brief from “The Principals’ Partnership,” states, “Although standards-based report cards are not required, it is a logical next step. It seems that many jurisdictions across the country are phasing in standards-based report cards, beginning with the elementary grades and then adding the middle schools and high schools in later years.”
To create their online grade book teachers simply click on student names from a list to create a class roster. The names may be imported to each subject, so there is no need to type them over for each subject or each marking period. Teachers can also print a blank spreadsheet with student names to be used as a check list for various classroom tasks.
Teachers can set up their own grading scale or rubric. This program allows the teacher to provide information to determine specific values that equal a certain grade. Rubrics can be set up in which a number can be assigned to reflect student achievement. Both rubrics and percentage scores can be used in the same class. Lower elementary teachers, who often use symbols such as stars or check marks, can enter these symbols as well. Various weights can be placed on daily assignments, tests, or special projects.
Teachers have the ability to select specific standards that have been assessed on each assignment. Grades can be divided up so that a teacher or parent can view what grade a student received on a certain standard, as well as the average grade for that subject. This function can also serve the purpose of informing the teacher about what standards have been covered, and can help guide planning for instruction. Each district can make their own district standards available or use the state provided standards. Grades are automatically imported onto a standards-based report card, which can easily be printed.
This system also helps to create a positive communication system between teachers, parents, and students. With a few simple clicks reports can be generated and printed for parents and students as well, which provide in depth information. They can view grade averages, standards graded and covered, specific assignment grades, teacher comments, missing assignments, or late assignments. Or parents and students can also access this information online.
A key to the success of this program is professional development. Teachers need to go through at least a half day of initial instruction in order to put this program to work effectively. Follow up training sessions are also necessary. A person in the district known as the “Super User” also is trained and should be a resource for teachers who need support. Representatives from the WebGrader program provide training, and local IntermediateSchool District personal also give additional assistance. The company provides online support through email as well. The website offers a teacher manual with specific directions related to utilizing the grade book. Teacher collaboration is also critical to the success of the WebGrader program. Many times if a teacher experiences a simple glitch, a neighboring teacher can be of assistance. In the article, “New Gradebook Closes Communication Gap, Implementation Wins Featured Collaborator Award,” by Alice Kelsey, she writes that school principal Steve Bold says, “The training we received from WebGrader was outstanding and provided very effective preparation for use of the product…Ongoing professional development is critical to support WebGrader or any serious initiative” (3).
Districts that provide a parent training seminar to teach parents about how to access their child’s information, will also have a positive experience. If parents are expected to view their child’s grades and other related information online, it is imperative that they understand how to do it. Once both teachers and parents are knowledgeable in utilizing this program, then positive communication can take place.
A person called a “Super User” is trained on adding specific district standards to the program. The “Super User” also has control of adding or deleting students names.
To request a free demonstration of Webgrader go to At this site you can also read testimonials from other Webgrader users.
Evidence of Benefits and Implications of this Solution
Since January 2007, I have been piloting WebGrader. It has been a huge time saving tool for me. Previously I did create my own grade book that averaged grades in Excel, but this program can do so much more. I was very impressed with how easily I could generate mid-marking period reports. In the past I spent approximately two hours in the evening or on the weekend preparing what our district calls, “Fifth week reports.” Using WebGrader, I clicked on,“Run class progress summary,” ran the reports, and clicked print. As we implement this program district wide, collaboration with special education teachers and “specials” teachers will also be easier.
One of my colleagues also has been piloting the program. At first she had apprehensions about using the technology, but tried it and now loves it. In the past she had averaged grades by hand, listing them in her grade book and used a calculator. She was amazed at the ease of obtaining accurate grades and reports.
First grade teachers were given the opportunity to pilot the program as well, but many opted out because they were concerned about the process in which they would need to go about in recording grades. Kindergarten through second grade teachers are apprehensive about utilizing this type of grade book, since those grades do not give letter grades and at times observation serves as a method of assessment. Some teachers were concerned that this program had too many “bells and whistles,” and that if would be too complicated and time consuming to use. A number of teachers in my building also expressed concern about allowing parents access to grades (While we piloted the program we did not allow parents to view grades online, but did provide printed reports).
However, this program can serve as an important method of communication between teachers and parents. In her article titled, “New Gradebook Closes Communication Gap, Implementation Wins Featured Collaborator Award,” Alice Kelsey states, “By engaging parents more actively in the process and by informing them about student activities, schools can enhance student learning. For KennedyMiddle School faculty and parents, WebGrader is the solution that allows parents to easily access real-time information about their son or daughter’s progress through the internet. Parents then use this information to more fully engage their child” (1).
One critical element of WebGrader is the ability to use formative assessment to deriveinstruction. The program lets teachers view standards that have been assessed and what their average scores are. In “Healthier Testing Made Easy,” by Grant Wiggins he writes, “Increasing formative assessment is the key to improvement on tests of all kinds, including traditional ones” (49).
Implications
When a district decides to invest in a program such as WebGrader, they need to be prepared to thoroughly train teachers and give them the support necessary to make a smooth transition from traditional to web based grade books. Many teachers will be shy about letting go of their traditional hand recorded grade books. At one meeting that I attended a number of teachers reported that they were keeping both, records online and hand recording them into their grade books. This practice is obviously time consuming. Teachers should know that there is no need to do both. At first some teachers will not want to use the technology because they are apprehensive about change.
At this time I am a supporter of WebGrader. It has made record keeping easy and has saved me an enormous amount of time in preparing reports. This year I am still transferring my grades by hand onto our district report cards, but information has now been inputted allowing us to generate a report card with a few simple clicks. I am very excited about using this technology throughout the next school year.
Works Cited
Wiggins, Grant. “Healthier Testing Made Easy.” Edutopia. The George Lucas Educational Foundation, 2006.
Kelsey, Alice. New Gradebook Closes Communication Gap, Implementation Wins Featured Collaborator Award. 2006.
The principal’s Partnership. “Research Brief: Standards Based Report Cards.” June 2007. <