Getting Started with Gradescope

Gradescope is an online grading platform that streamlines the grading process for assignments, quizzes, and exams. It offers features such as AI-assisted grading, rubric-based assessment, and detailed analytics, making it a valuable tool for both instructors and students.  Some of those features include:

  • Customized Rubrics: Instructors can create customized rubrics within Gradescope that outline specific grading criteria and expectations for assignments. By tailoring rubrics to align with learning objectives and student skill levels, instructors can provide more personalized feedback that addresses individual strengths and areas for improvement.

  • Individualized Feedback: Gradescope allows instructors to provide individualized feedback on student submissions. Instructors can leave comments directly on student work, offering personalized guidance, suggestions, and encouragement to support each student's learning journey.

  • Assignment Variations: Gradescope allows instructors to create multiple variations of certain assignment types, each with its own set of questions or parameters. This feature enables instructors to provide students with personalized assignments based on factors such as skill level, learning style, or individual interests.

  • Flexible Grading Options: Gradescope offers flexibility in grading options, allowing instructors to choose between manual grading, automated grading (using, or a combination of both. This flexibility enables instructors to adapt grading methods to suit the needs of different assignments, courses, and student populations.

  • Grade Adjustments: Instructors can easily adjust grades within Gradescope based on individual circumstances or extenuating factors. Whether accommodating accommodations for students with disabilities, considering exceptional circumstances, or recognizing exceptional effort, Gradescope allows instructors to personalize grading decisions while maintaining consistency and fairness.

  • Learning Analytics: Gradescope's analytics dashboard offers insights into student performance trends, allowing instructors to identify patterns, common misconceptions, and areas for improvement. This data-driven approach enables instructors to personalize grading strategies and instructional interventions to address specific learning needs.

  • Student Engagement Tracking: Gradescope allows instructors to track student engagement with assignments and assessments, including submission times and completion rates. By monitoring student activity, instructors can identify students who may need additional support or encouragement and tailor grading strategies accordingly.

Additional resources:

Quick Tip: Deliver Assignment Instructions as a low-stakes quiz

There are several ways that you can provide students with directions for an assignment:

  • Provide a write up in a handout or post in Canvas. 

  • Read parts of the directions to the class and ask if anyone has questions. 

  • Create a quick video explaining the assignment. 

As an alternative, you can use the Canvas quiz or quick check function to walk students through assignment expectations step-by-step. Students have to affirmatively answer questions - ranging from a simple “Yes, I understand” to choosing between options - about different components of the assignment.

A question about the components of a final programming assignment, for example, might ask them to think about how many different smaller assignments they’ll need to complete over the semester. While this adds a little extra step, it helps reinforce the importance of carefully reading assignment instructions. Additionally, once you’ve created the quiz once, you can re-use it for every assignment. 

Delivering the assignment instructions as a quiz walks students through assignment expectations step-by-step and makes students affirm that they have read the instructions. Every small thing we can do to encourage students to slow down and read instructions carefully is helpful.

Strategies to Help Struggling Students Turn It Around

The following tips were adapted from materials developed by Doug Holton, PhD. They are intended to help faculty support students at the midpoint of the semester who are struggling in class:

Integrating Retrieval Practice into classroom instruction

Retrieval practice is one of the most effective methods of learning and remembering information for long-term use. During retrieval practice, students “retrieve” what they know about a topic or lesson out of their memory. Retrieval practice requires effort on the part of the student to recall specific information, which is beneficial to improving learning and strengthening students’ memory. Retrieval practice can be “…a no-stakes learning opportunity that increases student performance, beyond formative and summative assessments” (Agarwal & Bain, 2019, p.4).

In general, giving students multiple opportunities for practice and retrieval will break up a lecture with short brain breaks and prove valuable in the effective learning process. If we can work these methods into our instruction and teach students how to use them on their own, our students stand a much better chance of actually remembering our material (Gonzalez).

Effective Learning and Studying Strategies Examples adapted from ASEE:

Spaced practice and interleaving

  • Spaced practice: Study material over longer, spaced intervals instead of cramming. For example, review material a day after class and then again a few days later, and so on.

  • Interleaving: Mix your practice of different subjects or skills together. For instance, instead of doing all your math problems in one go, mix problems from different chapters to improve your ability to switch between concepts. 

Jot Recall (Oakley, et al., 2021, p. 12-13)

  • Students check understanding of concept by recalling information without aids.

  • Promotes retrieval and spaced repetition to reinforce long-term memory.

  • Can be used in class or out of class as a study technique.

  • Pause and have students use a blank piece of paper to recall concepts by writing notes or making a drawing

  • Have students compare and discuss within a small group

Retrieval practice and elaboration

  • Retrieval practice: Actively recall information from memory rather than just rereading notes. This can be done by testing yourself with practice questions or by explaining concepts aloud in your own words.

  • Elaboration: Expand on new information by asking questions and connecting it to what you already know. For example, relate new theories to real-life situations or stories. 

Notetaking (Oakley, et al., 2021, pp. 25, 30-31)

  • Students are offered handouts or outlines of lecture materials to assist with notetaking.

  • Helps students actively engage with class material, instead of struggling to make sense of content and take notes at the same time.

  • Provides better studying references.

Scaffolding (Alber, 2011 and “Scaffolding,” n.d.)

  • Students move incrementally (via ‘scaffolds’) towards a deeper understanding of material.

  • Allows students to gradually build understanding.

  • Consider that students come to your classroom with varying backgrounds, experiences, and abilities.

Varied Practice (Oakley,, et al., 2021, p. 7)

  • Incorporating opportunities for students to practice what they’re learning in different ways and contexts.

  • Helps students consolidate material.

  • Aids long-term memory.

Other effective strategies

  • Dual coding: Combine words with visuals. Create concept maps, diagrams, or sketches to represent information, which can lead to a deeper understanding.

  • Concrete examples: Think of specific examples and non-examples to clarify the meaning of a concept.

  • Teach others: Explaining a concept to someone else is a powerful way to solidify your own understanding.

  • Elaboration: Students take the time to ask themselves complex and open-ended questions about the content they are learning or studying. This improves learning and goes beyond simple recall of information.

Incorrect Assumptions about Student Learning Behaviors

In an article on inclusive teaching strategies by Saunders and Kardia, the authors share that instructors can hold incorrect assumptions about student learning behaviors and capacities. When faculty hold such views, the authors argue, a negative learning environment can result, and student learning is undermined. Some of the incorrect problematic assumptions listed include:

  • Students will seek help when they are struggling with a class. 

  • Poor writing suggests limited intellectual ability. 

  • Older students or students with physical disabilities are slower learners and require more attention from the instructor. 

  • Students whose cultural affiliation is tied to non- English speaking groups are not native English speakers or are bilingual. 

  • Students who are affiliated with a particular group (gender, race, ethnic, sexuality) are experts on issues related to that group and feel comfortable being seen as information sources to the rest of the class and the instructor who are not members of that group. 

  • All students from a particular group share the same view on an issue, and their perspective will necessarily be different from the majority of the class who are not from that group. 

  • Students from certain groups are more likely to be argumentative or conflictual during class discussions or to not participate in class discussions or to bring a more radical agenda to class discussions. 

In addition to assumptions, the article includes strategies to address the assumptions as well how you might learn more about your students through the process of addressing these types of assumptions. Because developing an inclusive classroom climate is an ongoing process, faculty should consider and reconsider their assumptions before the course begins, during the course, and after the course ends (Garibay 2015).