Hello. And welcome to the Math Topics review for performance and assessment in the virtual classroom. This math review will help you to prepare for the peer assessment. And we're going to cover topics specific to gradebook management. These problems will be similar to the ones you will be using both in the peer assessment and hopefully in your own virtual classrooms as you examine your own courses. All right, now one of the first things you should do after you receive a virtual course from whatever school or program you might be working at, is you want to examine the total number of points in the course. Now, the easiest way toi do this is to categorize the assignments into different types. For example, you can look at the number of assignments, the quizzes, and the tests, maybe the discussions, and the final if the course contains one. Now if you're lucky, your LMS system will have all these divided into neat categories for you. And you'll just have to take a look at the total number of points in each category. Some element systems will automatically have a point total for the entire course and some won't. It just depends. Now, if the points are consistent between each type of assignment, it's actually fairly easy to calculate the totals. So, if you have the number of assignments with the same number of points, so for example, every assignment is worth 20 points, then what you do is you simply count the number of assignments. So let's say there's 10 assignments total this semester times 20 points each, that will be 200. And please use a calculator for this activity. And you can follow along with me as you like when we get to the percentages which we'll do in a few slides. Then you proceed the same way through each category. You take the quizzes, get the number of quizzes times the points for each one if they're the same, and get a total for that. And then, do the same with test discussions and the final if you choose to keep that as a separate category. Then what you want to do is once you have the number of points for each category, you want to do a grand total by adding together each one. So multiply first the number times the points, then add each category to get a grand total. Now, if there's a different number of points per type of assignment, what you would simply do is to add each item individually. So, let's say one of the assignments are worth 15 points. One of the assignments is worth 20, you have to keep a running total then for each assignment. Now, you don't necessarily have to do categories if the points are kind of all over the board, because you'll just have to get a grand total. So, if it's the same number of points per assignment, you take the number times the points, keep that number aside. Do the next category, and then the next category, and then get a grant total. For all of them. If you have a different number of points per type of assignment, simply add up the total number of points. Now don't include extra credit in the total number of points. A lot of the teachers make that mistake. That will be incorrect. So, if you include extra credit in the total number of points, in reality what's you're doing is you're making it a required assignment. Because a student will never be able to get a perfect score unless they complete the extra credit. So that kind of defeats the purpose. So that is not correct. So we'll discuss extra credit on this page, and how to handle it. Now, most teachers assign extra credit at some point, but many don't take into consideration how much of the total grade it will actually be. So they may choose random numbers like 100 points, 50 points, or maybe just another round number to keep it easy. But what usually happens is that the percent of the total score is not taken into consideration. So the question is would you want your extra credit to be 5% of your course? 10%? 20%? And you have to think of the implications for this and this might be a question not only for the teacher but for a department or the school administration. Would you be comfortable with a student who had an 80% in the class and could have a final grade of 100? Now that doesn't seem too dramatic because the student had a B for all practical purposes, and now has an A. But how about a student who had a 40% in the class? Earned 20% of extra credit and now is passing the class with a D so educators have to think of the implications of assigning extra credit. So to determine the number of extra credit points to determine the percent. You're going to divide the total extra credit points available. Now we're going to assume that this student earned the maximum. Because you have to say, okay, what's the maximum amount of extra credit this student could earn in the course. Divide that number by the total points in the course. So you could set it up as a fraction or as a simple division problem. Total extra credit points divided by total points in the course. And just remember the bottom number did not include the extra credit. That's what we did on a previous slide. So, for this example, we're going to say that there's 50 points available in the course. That would be if the student earned all of them. They could earn 35 or 10 or none, but we are going to assume that they earned the max. The total number of points in this course, let's say, is 1200. So, you're going to take 50 divided by 1200, and you can follow along on the calculator if you wish. And you're going to get a decimal, 0.041. And you want to convert that into a percent. And the way you convert it to a percent is you move the decimal place two points to the right. So to convert a decimal to a percent, you can move the decimal two places to the right. So it would actually be 4.1% or we can round it to the nearest percent and just say 4% extra credit. So if I was an administrator I would say that's a very reasonable amount for extra credit. It may boost a student up half a grade, not a full grade. But it might give a student who may be on the borderline of a B or an A, or a C or a B that little extra boost they needed to move on. So that I would say is appropriate. Now, to determine the percent of a total of a specific assignment category, you're going to take the number of points in each category and dividw it by the total number of points in the course. Once again, not including extra credit, so you can set it up as a fraction. The number in the numerator would be the total points in an assignment category. The number in the denominator would be the total points in the course, not including extra credit, or you can set it up as a simple division problem. Total points in the assignment category divided by total points in the course. Now for each one you're going to get a decimal so we'll convert that soon. So let me try the first one with you, let's do the quizzes. For this particular scenario the quizzes are worth 100 points total. Now there could five or ten quizzes or however many there are, but the total in that category is 100 points. So I'm going to take 100 points and divide it by 1500. And I'm going to get a decimal. It's going to be .067. And what I want to do is I want to move the decimal two places to the right. So it's going to go right in between the 6 and the 7. And I'm going to keep my tenth in this case. when I round, so that's actually going to be 6.7%. Then you're going to proceed to do the same thing with the other categories. For the tests you're going to do 400 divided by 1500. The homework would be 500 divided by 1500 and the final's the same percent. 500 divided by 1500. for each one, you're going to get your decimal and then move it two places to the right. And for this purpose, let's keep the tenth. Let's round it to the nearest tenth. And just a little review on rounding. If you have a number beyond the tenth, So let's say this was 6.72, let's say. If the number is between 0 and 4 then your tenth would stay the same, so 6.7. If the number after the tenth, which is the hundredths place, is between 5 and 9, it would round the tenth up. So it would have been 6.8%. So zero to four stays the same, five to nine rounds up. And that's the general rule for rounding in a traditional way. However, there's various rounding methods out there. So in the peer assessment, we're not going to take off each other's assignments for rounding variations. Okay, so, what I'd like you to do now is, I'd like you to pause the recording. I'd like you to try to come up with the correct percent for the tests, the homework, and then the final is the same as the homework, so really, you only have to do it one time. And then we're going to add it up and see how close you got to 100%. So when you're ready, start the recording and we will take a look at the next slide. Okay. Let's see how you did. Now notice in all these cases I rounded to the nearest tenth of a percent. And that's really to avoid the total being a little off from 100. So you should've gotten 26.7 for the tests. 33.3 for the homework and 33.3 for the final. Now just kind of looking at the total percents per category gives the instructor and the administrator an overall view of the course. And you can start doing your evaluation from here. For example, right away I could see from this grade book that the final is very heavy. It's worth all of the homeworks combined. And in addition to that, a student capacity entire course without take one quiz. It would only put them down to a low A if they did well on everything else. So those are some issues I want you to think about potentially when you're evaluating a grade book. Okay, let's take a look at the number of assignments per week. Now, really when we're calculating the number of assignments per week we're trying to get a general idea of how much work and how much time the students are spending each week on the course. It goes back to that how much work is enough? Is the work meaningful? Everything along those lines. So a lot of this comes into educational philosophy, differences of opinion. Some classes that may be electives might have less work. Some classes that might be core classes might have more work. Or just different types of work, for example, a performance-based class, let's say a musical performance-based. They base all of their classes on choir concerts. Another class, let's say a geometry class, might have five small assignments per week. So there's really no right or wrong. It's just to give the teacher and the administrator a general idea of what's happening in the course. So to calculate the number of assignments, you're going to add up all the assignments in each category. Just count everything as one regardless of points or weight. So if there's ten homework assignments and five quizzes, you're going to count that as 15 total assignments. So you're going to go through the course, calculate those, then divide it by the total weeks in the course. Now for our peer assessment, we're going to use 18 weeks like a typical high school semester. Now it's okay if the number comes out to be a decimal. So if it's 3.2, 4.8, that's fine. We're just looking, on average, how many assignments the students are completing per week. Including tests, quizzes, homework, projects, discussions, etc. Now to calculate the number of computer graded assignments versus teacher graded assignments, you need to first have the total number of assignments. So, from your information that you received on the previous screen, you added everything up, you're going to use that same number when you have your computer graded and teacher graded work percentage. You're going to follow those instructions on the previous slide by counting each assignment as one, regardless of the type of assignment. Next, what you're going to do is you're going to put them into two categories. So you're going to count the total number of computer graded assignments, and then divide that by the total number in the course. So for example, if there are 63 assignments total in the course, and 24 are computer scored, you're going to take 24 Divide it by 63 to get your total. That total would be 0.38, and then you're going to move the decimal place two places to the right for a total of 38%. Now you're going to repeat the same process with teacher graded assignments. Count the number of teacher graded assignments and divide that by the total number of assignments in the course. Now some assignments kind of fall into both categories. So for example, it could have ten multiple choice questions and an essay problem at the end. That's what we call a mixed assignment. It's partially computer-graded, partially teacher graded. In this case, and for purposes for our peer assessment, you're going to put that assignment into both categories. So, what's going to happen is that if you added up the 2% separately, it's going to be slightly over 100, but that's okay. So don't worry about that, if there's some assignments that fall into both categories, it's okay to count them twice for these purposes. Now, if you feel you're ready, try the peer assignment. Proceed to that section of your course. You may use a calculator and I highly recommend one. And, have some scratch paper handy to jot totals down. All right, thank you and good luck on the assignment.