How to create a new class in SmartRubric

Creating a new class in SmartRubric couldn't be easier.


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New feature: Gap Analysis Gradebook

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See how your students stack up by A.O. across multiple assessments.  I've added another high level report  to SmartRubric. Now, if you would like to see how students in your class have performed by strand  across all of your assessments, you can! This is going to be super useful for exam preparation, because you'll be able to spot trends and weak spots at a glance.  To access your Gap Analysis Gradebook, just go into your normal gradebook (Classes > {your class}), and click on the 'Gap Analysis View' link next to the gradebook title:  This will take you into the Gap Analysis gradebook, and you can do all of the usual things, like showing and hiding columns and exporting to CSV. 
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As exam season approaches, ensuring that you are providing accurate grades for mock exams and practice questions is really important. In this post, I'm going to explain the tools available to you in SmartRubric for setting up correctly weighted assessment objectives.  SmartRubric is a GIGO  system -- if you set up a good rubric, your marking experience will be smooth, accurate and painless. If you set up an awkward or incorrect rubric, you will not get the most out of SmartRubric. But don't worry -- I'm here to help! You can always  email caroline@smartrubric.com to get personal help.  Typically, exam specifications will give you guidance about how much each assessment objective is worth, but it isn't always clear how best to represent that in SmartRubric. I'm going to go through an example where some assessment objectives are weighted more heavily (worth more) than others. I'll break down the mark scheme, and then build it in SmartRubric. EXAMPLE: ...
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'Forcing the Fit' in Special Schools When Karl O’Reilly, Headteacher, visited the SmartRubric stand at BETT 2019, he was looking for an assessment management system that would help him solve a really difficult problem at Coppice School, a community day school for students with severe learning difficulties. Coppice School had already implemented other assessment/progress tracking applications, but none of them were able to show pupil progress in a way that was meaningful for their students. I learned from Karl that special schools frequently have to make do with systems designed for mainstream schools, plugging the gaps with a mix of extra systems and spreadsheets to approximate the unique needs of their pupils and staff. At Coppice, 'forcing the fit' in this way meant it was difficult to analyse the true progress pupils are making— meaning a lot of time, money and effort wasted guessing at which kinds of interventions are working and which aren’t. Karl expla...
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