How do I use free-form comments instead of ratings in a rubric in SpeedGrader with Performance and Usability Upgrades?
When modifying a rubric, you can choose to enable free-form comments instead of using a ratings scale for each criterion. This allows you to write and leave comments related to a specific criterion in SpeedGrader with Performance and Usability Upgrades. Please note that this option hides all ratings for each criterion, including those within outcomes.
To use free-form comments, make sure you have selected the free-form comments checkbox when adding a rubric to an assignment. Make sure this checkbox is selected before you begin grading submissions. This option is only available for rubric criteria that use individual point values; range values are not supported in free-form comments.
You can use the rubric to evaluate an assignment, but the score will not update automatically.
Note: If the user interface displays differently than what is shown in this lesson, the Performance and Usability Upgrades for SpeedGrader feature option may have been disabled. For more information, refer to the guide: How do I use free-form comments instead of ratings in a rubric in SpeedGrader?
Open SpeedGrader
Open SpeedGrader from any assignment, graded discussion, or quiz.
View Rubric
Click the View Rubric button.
Resize Rubric
By default, the rubric displays in the Traditional view.
To view the entire rubric window, you may need to scroll vertically and horizontally. To resize the rubric window, click and drag the sizing column horizontally.
Complete Rubric
In the Ratings column, enter a comment for the criterion [1]. To save the comment for use with other students, click the Save this comment for reuse checkbox [2].
Reuse Comments
If a comment is saved for reuse, it will appear as an option in the comments drop-down menu during your next student assessment.
Note: Comments saved for reuse cannot be edited or deleted.
Save Rubric
Click the Submit Assessment button.
Add Grade
In the Grade field, enter the grade manually.
