• Jay A Morrow, M Teresa Pulido, SmithP BradfordPBDr. Morrow is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Pulido is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Smith is Associate Dean, College of Dental Med, Thomas F McDaniel, and Austin B Willcox.
• Dr. Morrow is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Pulido is Assistant Professor, College of Dental Medicine-Arizona, Midwestern University; Dr. Smith is Associate Dean, College of Dental Medicine- Arizona, Midwestern University; Dr. McDaniel is Associate Professor, College of Dental Medicine-Arizona, Midwestern University; and Dr. Willcox is a dentist in private practice in Phoenix, Arizona. jmorro@midwestern.edu.
• J Dent Educ. 2014 Jun 1; 78 (6): 829-37.

AbstractThe purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all-access, anytime (24/7) web-based program accessed through tablets, the software allows for a comparison between students' self-grading and instructor grading. This comparison facilitates student-faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self-learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post-course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more efficient and allowed more time for faculty-student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students' perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.

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