1. Introduction Web-based instruction is labor-intensive and requires a broad range of skills (Driscoll, 2002). However, the advancement of course management system such as Angle, Blackboard, D2L, eCollege, and Moodle greatly simplifies the process of publishing and managing course materials and instructional activities in the web environment. An instructor can choose to use the technology as much or less for his class as he perceives necessary and possible. He may use the web application to post his course syllabus, to send email messages, to post announcements, or to deploy online exams. One feature that is commonly used among both on-campus and online instructors is the grade book. Some integrate this function with online assignment submission, asynchronous discussion forum, and/or online exams. Others use it to communicate student performance by creating grade columns and manually enter student grades. Instructors experienced with technology may learn to use a CMS on their own, while others may take advantage of the hands-on training sessions or workshops available to them at their institutions. But course management systems have witnessed such great development over the past several years, and so many new features have been added to the system that many instructors find it overwhelming to learn the system. Often they do not have had a chance to seriously reflect on the use of these tools (Ioannou & Hannafin, 2008). As a result, miscalculated grades, or partial grades are given to students. 2. Limitation of an online grade book One major issue with an online grade book comes from the deficiencies of CMS web applications. Many instructors and learners in higher education have expressed dissatisfaction and frustration over the intuitiveness and rigidity of the system. Current web-based grade book is just too rigid and counterintuitive. In order to adjust a letter grade or to rename a category, one has to click three or more places to get there. Although a CMS provides ready-made web technology for planning, organizing, and implementing instruction (Driscoll, 2002), any such online application has its inherited problem. The media over which a grade book is constructed, implemented, and maintained imposes an issue for an instructor. In contrast to a paper-mediated grade book, a web grade book is limited to the viewing space of an individual's computer monitor. To view the entire spread sheet of a class, one sometimes has to scroll in every direction of the screen: left, right, up, and down. Working on a web-based grade book is different from scrolling an Excel spreadsheet. One has to wait a little while for the system to update. Other problems with grade book web applications include low efficiency, long response time, poor screen readability, and complicated web browser configuration. There and other issues make it very hard for an instructor to use a web-based grade book correctly. 3. Common mistakes in using an online grade book Students have been conditioned by at least 12 years of formal schooling to expect a grade for their work. Grades matter. Many of the mistakes in using a web-based grade book leads to a wrong grade being given to a student. This is not an insignificant mistake. It is something that every educator wants to avoid and prevent. This session will elaborate on some of the common mistakes such as duplicate grading schema, duplicate category definition, undefined extra grade, missing scores, illegal column name, and zero points possible. 4. Understanding weight in a web application Weighted system in a CMS application is similar to but not identical to the weight we used to use prior to the CMS era. One major factor that contributes to this is the calculating power of a computer. With a web application, scores are communicated dynamically to each student in the class. And the program incorporates numerous options so that it may meet the needs of different user groups. To use the system correctly, one needs to know a little more than what is obvious. There are some concepts that one needs to understand fully before he starts to use weight in a web-based grade book. These include terms such as proportional weight, equal weight, and running total. One also needs to understand what will happen when extra credit is to be added in a weighted system. Most importantly, one needs to know how to use other application software such as Excel or Calc to verify a grade. The session will discuss in detail these terms and how to use Excel to verify a course grade. 5. Flat total points An alternative to a weighted system is the flat total point system. There are pros and cons for both weighted and flat total point systems, but the greatest advantage of using a flat total point system is its simplicity in calculation. As a semester progresses, points get added up. Everyone in the class knows where he stands toward a letter. 6. Summary Student assessment is a vital part of the entire learning process. It is the process when student learning outcomes are determined and grades are awarded. With the arrival of web course management system, it becomes easier for an instructor to put a course online. But at the same time, the speed with which new technology develops requires an instructor to spend more time understanding the endeavor he is taking on to effectively utilize the tool to deliver curriculum contents. More training about web-based grade books should be made available to all who use the tool. Instructional designers and program coordinators should establish an easy way to help instructors verify the grade he give to the class, and make an extra effort to make sure an online grade book reflects the grading policies defined in a course syllabus. 7. References Driscoll, M. (2002). Web-based training: Creating e-learning experiences (2nd ed.). San Francisco, CA: Jossey-Bass/Pfeiffer. Ioannou, A., & Hannafin, R.D. (2008). Course management systems: Time for users to get what they need. TechTrends, 52(1), 46-50.
