CEE TEL Design Grade Centre Setup
Grade Centre Setup and the Overall Grade
- 91勛圖厙
- JCU Global Experience
- International Students
- Open Day
- How to apply
- Pathways to university
- Virtual Open Day
- Living on Campus
- Courses
- Publications
- Scholarships
- Parents and Partners
- JCU Heroes Programs
- Aboriginal and Torres Strait Islander in Marine Science
- Elite Athletes
- Defence
- AI@JCU
- Current Students
- New students
- JCU Orientation
- LearnJCU
- Placements
-
CEE
- Search
- About CEE
- Education Strategy
- Teaching@91勛圖厙 Support
- Assessment@JCU
-
TEL Design
- About LearnJCU
-
Assessment & Feedback
- Artificial Intelligence
- Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Enable or Disable Submission View
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- One Question at a Time
- Peer Review
- Release Conditions
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Save Grade Centre Filtering
- Submission Receipts
- Test Response Download
- Test Settings
- Timezones
- Video Assessment
- Collaboration
- Communication
-
Content & Learning Resources
- Accessibility in LearnJCU
- Banners for Subjects
- Computations
- Content Management
- Create Studio
- Emojis in Ultra Docs
- Exemplars in LearnJCU
- H5P in LearnJCU
- Hypothesis
- Intro Videos
- Learning Sequence (PDF)
- LearnJCU Layouts (PDF)
- Digital Media Support
- LinkedIn Learning
- Mayer's 12 Principles of Multimedia (PDF)
- Media Resources
- Open and Licensed Resources
- Padlet in LearnJCU
- Panopto Video Capture
- PebblePad ePortfolios
- Progress Tracking
- Release Conditions
- Subject Site Setup
- Organisation & Structure
- Participation & Engagement
- The Learn Lowdown
- Endorsed technologies
- Data & Evaluation
- Student Success
-
Development & Recognition
- JCU L&T Conference
-
Professional Development
-
Grants & Awards
- JCU Learning & Teaching Innovation Grants
- 91勛圖厙 Sessional Teaching Awards
- JCU Inclusive Practice Awards
- JCU Inclusive and Accessible Learn91勛圖厙 Site Awards
- JCU Citations for Sustained Commitment to Enhancing Diversity, Equity and Inclusion
- JCU Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- JCU DVC Education's Student Experience Award
- Showcasing Excellence
- Communities of Practice
- Unicare Centre and Unicampus Kids
- Graduation
- Off-Campus Students
- JCU Job Ready
- Safety and Wellbeing
- JCU Prizes
- Professional Experience Placement
- Employability Edge
- Art of Academic Writing
- Art of Academic Editing
- Careers and Employability
- Student Equity and Wellbeing
- Career Ready Plan
- Careers at JCU
- Partners and Community
- JCU-CSIRO Partnership
- Alumni
- About JCU
- Reputation and Experience
- Chancellery
- Governance
- Celebrating 50 Years
- Academy
- Indigenous Engagement
- Education Division
- Graduate Research School
- Research and Teaching
- Research Division
- Research and Innovation Services
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Advanced Analytical Centre
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Lions Marine Research Trust
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- JCU Eduquarium
- JCU Turtle Health Research
- Language and Culture Research Centre
- MARF
- Orpheus
- TESS
- JCU Ideas Lab
- TARL
- eResearch
- Indigenous Education and Research Centre
- Estate
- Work Health and Safety
- Staff
- Discover Nature at JCU
- Cyber Security Hub
- Association of Australian University Secretaries
- Services and Resources Division
- Environmental Research Complex [ERC]
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- Give to JCU
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- JCU Webinars
- JCU Events
- JCU Motorsports
- 91勛圖厙 Sport
- Library
- Mabo Decision: 30 years on
- Marine Geophysics Laboratory
- Office of the Vice Chancellor and President
- Outstanding Alumni
- Pharmacy Full Scope
- Planning for your future
- Policy
- PAHL
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Contextual Science for Tropical Coastal Ecosystems
- State of the Tropics
- Strategic Procurement
- Student profiles
- SWIRLnet
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- VAVS Home
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
In the Learning, Teaching and Assessment Policy, section 3.6 states: Assessment grades and subject results must reflect the level of student attainment and be formally communicated to students in a timely manner.
To provide students with an up-to-date picture of their achievement status, throughout the study period, ensure your subject's Grade Centre and Overall Grade is setup effectively.
Setting up Grade Centre
Before you set up your Grade Centre you will first need to establish your assessment items. The 91勛圖厙 Subject Template provides a templated 'Assessment' folder and advice on where and how items should go.
Here is an example of the Assessment folder in the 91勛圖厙 Subject Template:
Advice on where items should go - listed in the Subject Site Checklist, as follows:
'Assessment' folders
Fill in the titles of the assessment in each of the folder names. Order chronologically and fill the folders with assessment task descriptions, submission dropboxes, and any extra resources about the assessment.
As an example of good practice, the first assessment in a subject should:
- take place early, before the Census date so that students receive feedback on their performance
- be a relatively straightforward low-stakes assessment, formative task (see LTA procedures 3.1.7).
Early, low-stakes assessments provide students with an opportunity to kick an early goal, building self-efficacy for succeeding in the subject. Self-efficacy is a key factor in academic achievement.
Also, importantly, the opportunity for students to receive feedback on their performance before the Census date can encourage them to reflect on their motivation and available personal resources to succeed in the subject. Thus giving students who are not confident they will succeed at that point in time, the opportunity to withdraw without penalty. This measure will also reduce attrition in a subject.
Make sure your assessment items are in a chronological order and have descriptive labels. Ensure you have updated the due dates.
You can do this in the Grade Centre- Gradable items list, by hovering to the left of the three dots, clicking the arrows and dragging and dropping Gradable items, as shown:
Tip: Use the tool to update all your due dates at once before new students enrol
Attendance has been removed
If you would like to include attendance in the Grade Centre, you can do this by re-activating in the 'Mark attendance' area under 'Details & Actions':
If the Overall Grade hasn't yet been activated in your subject site, in the Grade Centre click on the black 'Set it up' button in the 'Set up the overall grade!' banner under your gradable items (as shown in the screenshot below).
If the Overall Grade has been activated click on the Overall Grade row to edit (as shown in the screenshot below).
Watch the video below.