Design Document

CBT/Gradespeed
By Amy T Parlo

Purpose of the Course Gradespeed is the online grading system used by DoDEA. All teachers in
DoDEA are required to use GS for these purposes. Tutorials currently exist
only in print form. DoDEA specific training needs with GS to include:

 How to log in

 Creating a desktop icon

 Navigating the portal

 Establishing grade categories and weights

 Accessing student data and schedules

 Generating reports

 Accessing and printing rosters

 Creating seating charts

 Verifying grades at the end of grading periods

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 This learning module will be designed for teachers new to DoDEA and those
Audience Description
returning that may need remediation.
Primary Audience
 Teachers new to DoDEA with no Gradespeed experience

 Teachers and Administrators new to DoDEA with some Gradespeed

experience
Secondary Audience
 Teachers and administrators returning to DoDEA that have some
experience with Gradespeed
General Learner Characteristics
 Age: 24-70

 Gender: Female 68% Male 32%

 Education: Bachelors’s 76% Master’s 23% Doctorate

1%

 Work Experience: none – 25+ years

Entry Characteristics
 All participants have some experience working with desktop
applications.

 New teachers and those new to DoDEA have no experience with GS

or are knowledgeable about grading policies.

 Returning teachers to DoDEA have GS experience but may not have

an accurate understanding of the policies for grading.

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Major Course Terminal Objective I: Using their school assigned laptops or desktops the
Objectives (Terminal) learner will successfully set up their Gradespeed login.

Terminal Objective II: Once in the Gradespeed portal, the learner will
establish the desired grading categories with weights and create
assignments.

Terminal Objective III: Within the Gradespeed portal, the learner will access
and print rosters for each class and establish seating charts.

Terminal Objective IV: Within the Gradespeed portal, the learner will
access student information and schedules.

Terminal Objective V: Within the Gradespeed portal, the learner will

identify the process for creating reports and verifying grades.

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Project Objectives Terminal Objective I:
(Enabling)
 Enabling Objective I: Using Chrome, the learner will
create a GS desktop icon on their assigned work
computer.

 Enabling Objective II: Using their default DoDEA

credentials, the learner will successfully log in to GS
and establish their new password.

Terminal Objective II:

 Enabling Objective I: Within the GS portal the

learner will set up the desired weight for semester
exams.

 Enabling Objective II: Within the GS portal, the

learner will designate desired categories for class
grades and assign appropriate weights

 Enabling Objective III: Within the GS portal, the

learner will create an assignment entry for the first
day of school.

Terminal Objective III:

 Enabling Objective I: In the GS portal, the learner

will print rosters showing active students for each
period.

 Enabling Objective II : Using the GS portal, the

learner will create a seating chart.

 Enabling Objective III: Using the GS portal, the

learner will hide inactive students from rosters.

Terminal Objective IV:

 Enabling Objective I: In the GS portal, the learner

will navigate to a student data page and identify
student and parent information.

 Enabling Objective II : In the GS portal, the learner

will pull up a student schedule.

Terminal Objective V: Within the Gradespeed portal, the learner will

identify the process for creating reports and verifying grades.

 Enabling Objective I: In the GS portal, the learner

will practice verifying class grades

 Enabling Objective II: In the GS portal, the learner

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Learning Assessment Each module within the course contains action steps that result in a product
for Course that illustrate successful completion of that module. A screenshot of
established grading rules and categories in fulfillment of Terminal Objective
II will be collected as evidence of having met DoDEA established
guidelines.

Learning Assessment Authentic Assessment

for Project In this sample assessment, learners will demonstrate mastery of the content
by applying their knowledge in a way that reflects how they would use this
knowledge as part of their job requirements.

This RLO will contain 4 embedded formative assessments. Each

assessment item will be an objective response to be evaluated immediately
by the interactive. These items will include:

 Click in picture questions – Learner will identify the required data

piece by clicking it within the picture.

 Performance questions- Learner will complete a series of simple

tasks to navigate to the desired screen. Each step will require a click
in picture for process acquisition rather than content identification.

Instructional Delivery This learning module will be offered digitally and asynchronously during
method for Course the inservice week preceding the start of the school year to ensure
(overall) appropriate and effective teacher use of Gradespeed in accordance with
DoDEA guidelines. Training modules will be self-paced, self-selected, and
self-guided based on learner needs.

Instructional Strategy Using an interactive tutorial, the module will present each enabling
for Project objective through narrated screen captures and graphics to convey the
procedural instruction. Formative assessments embedded throughout the
module will employ an answer-until-correct feedback approach paired with
knowledge-of-result feedback that is provided following each attempted
response. Learners will be required to interact with the module through the
clicking of graphics within the slide.

Media This RLO will employ the following media:

 Graphics (screen shots, pictures, stock animations)

 Audio (narration)

 Text

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508 Accommodations 508 Accommodations embedded within this RLO include:

 Alt text for pertinent graphics

 Consistent layout and navigation of slides applying the Rule of

Thirds

 Audio may be turned on or off

 Consideration will be given to font size, format and color

 Slide progression and video will be controlled by the viewer.

 Downloadable transcripts will be available

Course Structure This is a muti-module training course for the effective use of Gradespeed.
Description Learners may self-select from a series of 5 modules.

Module 1 – Logging In
Module 2 – Establishing Grade Rules and Creating Assignments
Module 3 - Student Rosters and Seating Charts
Module 4 - Student Data
Module 5 - Grade reports and Verification

Seat Time of Course 30 minutes per module (2 1/2 hours if all modules are completed)
Anticipated completion of course within the inservice week.

Seat Time of Project 30 minutes

Project Scope Terminal Objective IV: Within the Gradespeed portal, the learner will access
student information and schedules.

 Enabling Objective I: In the GS portal, the learner

will navigate to a student data page and identify
student and parent information.

 Enabling Objective II : In the GS portal, the learner

will pull up a student schedule.

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Project Outline Task Analysis

Instructional Goal:
The goal of this learning module is to allow the learner to access student
information and schedules within Gradespeed.

By the end of this module, the learner will be able to:

 Retrieve student data, to include student number and grade

 Retrieve parent data to include phone and email addresses

 Retrieve student schedules

Enabling Objective 1: In the GS portal, the learner will navigate to a student

data page and identify student and parent information.
Screen 1. Introduction to the task through narrated screen shots
Screen 2. Simulate log in to GS portal within tutorial platform
Screen 3. Identify the Class bar in the image. In the Class bar, click the
chevron and select the Biology class for 2nd period.
Screen 4. Using the mouse, position the arrow over the student named
Henry Cho from the student list.
Screen 5. Click the student’s name.
Screen 6. From the Student Profile page, identify the student ID number
and click on it.
Screen 7. From the Student Profile page, identify the parent email and
click on it.
Screen 8: From the GS login page, follow the appropriate procedure to
navigate to the student, Brayden Sanchez in period 6 and
click his parent’s main email address.

Enabling Objective 2: In the GS portal, the learner will navigate to the

student profile page and retrieve a student’s schedule.
Screen 1. Introduction to the task through narrated screen shots
Screen 2. Simulate log in to GS portal within tutorial platform.
Screen 3. Identify the Class bar in the image. In the Class bar, click the
chevron and select the 2nd period Biology class.
Screen 4. Using the mouse, position the arrow over the name of the
Henry Cho from the student list.
Screen 5. Click the student’s name.
Screen 6. Click the Schedule button in the second row of menu items.
Screen 7. From Henry’s schedule, identify his instructor for math
by clicking on the appropriate name.
Screen 8. From the Henry’s schedule, identify his current average in
Biology class by clicking on the appropriate value.
Screen 9. From the GS login page, follow the appropriate procedures to
navigate to the student schedule for Brayden Sanchez and
locate his 5th period class by clicking on the appropriate
clicking it.

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Project Flowchart Full size available in appendix A.

Screens/Pages in 22
Project

Knowledge Checks or ____Dichotomous (T/F, Y/N, etc.)

Other Assessments or
___Multiple Choice
Practices
____Multiple Select
____Drag and Drop
_23__Custom – ; Click in Screen
____Other

Rollovers/click events ____Rollovers

__9 to advance 23 for knowledge check__Click Events

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Course and Project This RLO will utilize the following navigational tools:
Navigation
 Progress buttons (Next, Previous)

 Main Menu button

 Module Icons (on main menu)

 Sub task Icons (within Modules)

Screen Layouts

Development Tools Articulate Storyline 2

Ownership Amy Parlo (teacher leader) will develop and maintain the course. The course
is being developed for Brussels American School in DoDEA.

Development Time To complete the course, development time is anticipated to require 5 months
with approximately 10 hours a week available.

To complete Module 4 of this course, development time is expected to be

limited to 2 weeks of approximately 30 hours.

Developing time of the RLO module may be itemized into the following
tasks:

 Obtaining needed sample student and class screen shots and

captures for approximately 18 screens

 Framing out each task within the Articulate platform

 Embedding formative assessments

 Audio narrative recording

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Support requirements The ID will act as SME, designer and developer. Support requirements are
expected to include:

 Articulate support

 Delivery System Resources

 Proofreading content

 Testing the RLO

Project Please sign below indicating agreement with the proposed course plan and
Sign-off [optional] approving start-up of the storyboard and development phases.

Instructional Designer Date

Project Manager/Sponsor Date

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Appendix A

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