Technology & Language Learning

By Ferit Kılıçkaya

GradeCam GO!: Grading multiple-choice tests instantly

Ferit Kılıçkaya, Editor

(Mehmet Akif Ersoy University, Turkey)

It is well acknowledged that in addition to implementing their teaching responsibilities, teachers have to assess their students at several intervals to determine to what extent educational goals have been achieved and to provide feedback to students. Depending on the results, learners’ strengths and weaknesses are determined, leading to remedial instruction to overcome weaknesses. Research shows that when students are assessed through short examinations such as quizzes and provided with remedial activities based on the results, their level of achievement increases (e.g. Wiliam, 2011; Brown & Tallon, 2015). However, it may not be possible for teachers to conduct continuous assessment in the classroom due to several reasons such as teaching workload, number of students, and the time required to grade examinations.

Readers of the previous issues of the AATSEEL Newsletter will remember that I introduced two websites that might be used to create online quizzes (Kılıçkaya, 2010; Kılıçkaya, 2015). In the current column, I have decided to introduce a powerful website that will help teachers overcome the issue regarding the time required to grade tests: GradeCam Go!

GradeCam Go!

GradeCam Go!, available at https://gradecam.com, makes grading multiple-choice tests easy and effective. The main advantage of using this website is that it allows tests to be graded using the camera of mobile devices, smart phones, and tablets, eliminating the need for a standard optic form since you can also create and print your own forms. 

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An account must be created to use the website, which can be done using main links on the website. Once registration is completed, a dashboard screen will appear where you can create classes, assignments, lists of students, and reports. The registration will sign you up for 60-day trial of GradeCam Go! Plus, after which you can switch to GradeCam Go! Basic.

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The ‘Assignments’ link is used to create 10-multiple-choice question answer keys in the free account, while in the paid accounts, it is possible create tests of up to 1000 questions. It is worth noting that it is not possible to create online tests using this website. Rather, this website can be used to grade paper tests easily by creating personalized test forms.

After clicking on ‘Assignments > New > New Multiple-Question Assignment’, you can give a name to your assignment and then determine the length (number of questions). The next step will be to create the key and the form for the printed test that you have created.

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Clicking on ‘Forms’ on the right side of the page, you will need to decide on some options such as Student ID, number of Copies, Size, and then click on ‘Generate’.

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The website will create the form based on the selected features.

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After the exam is over and the forms are collected, you will need to ‘Scan’ them. GradeCam Go! works with almost all document cameras and webcams. I do not have any document cameras; however, GradeCam Go! works perfectly when I use the webcam of my laptop. If you have not created student lists, GradeCam Go! will warn you by showing the message ‘Student not found. How would you like to save this scan?’. You can click on ‘SAVE AS ANYMOUS’ and continue; GradeCam will store the Student IDs coded on the forms. When the scanning is finished, GradeCam will provide the exam results.

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Assignment reports in GradeCam Go! can be accessed through ‘Reports’. The link ‘Reports’ provides detailed information on student performance, as well as item analysis and item summary, which can be used effectively to assess and improve the reliability of the questions created.

‘Score Graph’ on the left side of the page shows student performance in each range of test scores.

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‘Item Analysis’ shows each answer choice and provides the percentage and number of responses.

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‘Item Summary’ shows the information on the percentage of students’ correct and incorrect answers given to each question.

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‘Students’ allows viewing of each student’s performance on the test through several options such as overview and by standard.

Evaluation

GradeCam Go! proves to be an efficient and cost-efficient website for teachers willing to assess their students and provide them with fast and detailed results. There are schools around the world that cannot provide their teachers with professional optic readers due to their high prices as well as high cost of maintenance, not to mention the need to use professional optic forms. Therefore, GradeCam Go! is a very handy tool for teachers to provide their students with immediate feedback, which I believe might increase student achievement and interest. Mini quizzes can be used as pre-class assessment to encourage students to come to class having prepared for the classroom readings. Alternatively, these quizzes can be given to the students at the end of several classes to keep their attention and interest within the framework of assessment for learning. Moreover, it is possible to use GradeCam Go! on mobile devices working on Android and IOS operating systems. GradeCam Go! provides fast and easy scoring assessment; however, one caveat is that tests or assignments can only be created in the form of multiple-choice items whose frequent use can limit learners’ creativity and expressions of thought.

References

Brown, M. J., & Tallon, J. (2015). The effects of pre-lecture quizzes on test anxiety and performance in a statistics course. Education, 135(3), 346–350.

Kılıçkaya, F. (2015, February). Socrative: Student response system for language teachers. The AATSEEL Newsletter, 58(1), 11-12.

Retrieved from http://www.aatseel.org/100111/pdf/aatseel_newsletter_february_2015.pdf

Kılıçkaya, F. (2010, December). Creating language quizzes: QuizStar. TheAATSEEL Newsletter, 53(4), 5-6. Retrieved from

http://www.aatseel.org/publications/newsletter/2010-aatseel-newslet/nl_december_2010

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–14. doi: 10.1016/j.stueduc.2011.03.001

Contributions, questions, and suggestions regarding this column should electronically be sent to Ferit Kılıçkaya (ferit.kilickaya@gmail.com)