Category: Canvas

Categories
Assignment Camtasia Canvas Featured Learning Technology My Media Gallery (Kaltura) Panopto Presentation Studio Teaching Teaching Activity Video

Recording Videos

, , , , , , , , , ,

on this page

Recording Video

You may wish to record videos to incorporate into your course. Videos could be created for weekly announcements, prep work, pre-recorded lectures, live lectures (i.e. Zoom recordings), guest presentations, homework explanations, student feedback, office hours, etc.

Video Recording Tools

ToolGreat for:Where to access:Great for:Automatic in CanvasEditing
CanvasWeekly video announcements; student-created videos, student feedback videosVia Canvas, in the text editor toolbarJust webcam and audioYesEditing
PanoptoPre-recorded lectures, Zoom recordings, Prep-work videos, videos with embedded quizzes, basic video editing
Can be accessed via web browser or downloaded for full-featured software capabilities.Allows recording of multiple sources including adding content after the fact or even including multiple recording devices (such as document camera or iPhone)Videos embed links can be created in advance. Videos can be embedded and/or shared both in Canvas and outside Canvas as required. You have complete control of how the videos are shared.Offers web-based editing tools for creating videos. Panopto also accepts uploads of many video and audio formats. Videos can also be created in Camtasia and can be uploaded and controlled with the sharing capabilities of Panopto. 
My Media (Kaltura)Student-created videos, videos with embedded quizzes,
Kaltura tools can be found in My Media in Canvas.Kaltura Capture allows for multiple inputs (video of self, screen, audio).Yes, My Media allows you to access almost all Kaltura functionality from Canvas.Very limited editing features. Closed captioning is available.
CamtasiaPre-recorded lectures, screen recordings, editing, brandingCamtasia can be downloaded.No, but media created in Camtasia can be uploaded to Kaltura’s media server in Canvas using My Media.Offers a rich suite of editing tools for creating professional looking videos.
Multiple inputs (video of self, screen, audio) are compacted into one video but can be edited separately.
Zoom RecordingsRecording live lectures
Recording presentations		Either via ubc.zoom.us, or via Panopto (Zoom can be connected to Panopto)No, but links can be shared in Canvas from the Panopto recording (if connected), or from the Zoom cloud feature.Very limited editing features. If connected with Panopto, editing features increase.

Where to record videos

Teaching SpaceThis is great for:Not suggested for:
Sauder Studios
(DL013, HA043A)		Creating professional grade videos where editing may be needed.
Conducting live online classes over Zoom using technologies like light boards, green screens, etc.		Videos that do not require a high-level of production quality (i.e. video announcements).
Learning Labs (DL005, DL009)Creating professional grade videos where editing may be needed.
Conducting live online classes over Zoom that do not require light boards or green screens.
A Sauder Office space
Your Home Office
Your Classroom

Branding your videos

There are two ways to brand your videos. One is using the automated branding service via Panopto that was developed by Sauder Learning Services. The other is for those who already edit your own videos, we have created Sauder branding templates for the two most popular video editing software suites (scroll towards the bottom for the templates. Note: you must be signed in to access the templates).

Automated branding service

Here is an example output of our automated branding service. The branding intro, watermark, and outro in this video were added automatically with our new software integration. This example is embedded using Panopto video platform:

https://ubc.ca.panopto.com/Panopto/Pages/Viewer.aspx?id=037915ab-4141-4802-bf4f-ac13017739dc

To use the automated branding tool, please follow these steps and prerequisites for your video:

  1. Record your video and edit content as usual using a technology outlined above. Please note: ensure you have at least 3 seconds of silence at the beginning and end of your video for the transitions between the branding slides.
  2. Upload your video to your personal folder in Panopto.
    • If you have a Panopto account and you use cloud recordings for your live Zoom classes, the cloud recordings will also get pushed to Panopto and placed in a folder named “Meeting Recordings” in your “My Folder”.
  3. Visit our web request form to tell us which video you would like branded and the text for the beginning titles.
  4. Once processed, we will upload the branded version to your folder where you can share and embed in Canvas as usual. The processing turnaround time is 24-hours.

Self-serve templates

Note: the template files are only available to signed in users.

Categories
Canvas Learning Technology

New Analytics

,

jump to:

Canvas New Analytics

New Analytics provides a rich analytics experience to monitor course grades, online class activity, and individual student activity. Page views and participation metrics include aggregated data across all student devices and course apps.


Supported by:

UBC Sauder Learning Services


Integrated with Canvas:

It is Canvas!


Use by UBC Sauder Instructors:

Frequent


Status Info:

Visit Status page

For a complete guide to New Analytics, you can visit resources available from Canvas. These will be the most up to date. Here we will provide an overall summary and describe some of the more interesting features of New Analytics.

Canvas Community Resources

New Analytics is the most recent offering of course analytics from Canvas. New Analytics has replaced Course Analytics (which is no longer available at UBC). 

Gotchas

  • New Analytics is refreshed every 24 hours and only includes active and completed students (deleted or inactive student data is not available)
  • New Analytics will not appear in Chrome if you have 3rd party cookies blocked. You can check your Chrome settings by entering chrome://settings/cookies as a URL, or navigating to your Chrome cookie settings

How do I turn on New Analytics in my course?

  1. Ensure that you enable New Analytics in your course

  Only certain roles in Canvas can view New Analytics. See Analytics – view pages to see which roles can and cannot view New Analytics. As of creating this the Canvas roles that can view New Analytics are: Teacher, Secondary Instructor, TA, and Course Assistant. If you do not see New Analytics in the Navigation options, you likely do not have the appropriate course role. 

  • Note: New Analytics is not currently visible to students (see this yourself in Student View)
  1. Once enabled, you can navigate to New Analytics (either from Navigation on the left, or in the right panel on Home

Key Features

Course Grade gives an overall view of student grades on assignments and quizzes. In Course Grade you can see an overview of student grades (based on assignments and quizzes). You have options to filter the overall view (default is set to All Sections). You can also select any assignment/quiz in the visualization to view more details, including to message students based on performance on selected assignment/quiz.

Weekly Online Activity shows student activity (Page Views & Participations) aggregated by week, and for each Canvas “Resource”. 

Students shows a quick view of individual student grades, last participation, and interaction metrics. You can select any student to view more information about that student, including: Grades, Weekly Online Activity, and Communications (between yourself and the student in Canvas).

Reports allows you to download different Canvas reports.  See below for information on the Course Activity Report, which gives you daily data about how students are interacting with the resources in your course.

Reports

Course Activity Report

The course activity report provides the daily interactions of your students with course content (“resources”). An interaction can be a Page View or a Participation, which are metrics developed by Canvas. An important note from Canvas about Page Views: 

“Because the page view data is based on requests to the server, the numbers for page views may be greater than what we traditionally think of as a page view. As a result, page view data should be used as a good approximation to student activity and not an absolute metric. This data is most valuable when seeking to understand if activity did occur, and as a means of comparison across students within a course or when viewing trends week to week.” – Canvas Community User Guide, “Analytics Page Views and Participations” (As of September 30, 2020)

The information icon allows more details and example data. The following is the information for the Course Activity Report 

The report provides a list of daily user interactions in course resources, where each report entry captures a summary of user views and participations. Report data are up to 24 hours hours delayed, account time zone is applied to facilitate daily views and participation aggregates. Calendar filter only accommodates for 27 days in the past.

Using New Analytics

Filters, actions, download data

Overview of interaction features in New Analytics. Includes how to filter, how to message students, how to download data, and how to view more options.

Chart actions 

Categories
Assignment Canvas Feedback Grading Learning Technology Teaching Activity

Rubrics

on this page

Rubrics for Course Assessment

A rubric is a tool to aid in marking by setting clear expectations in advance of receiving the work from students. Rubrics go beyond a marking guide by not just listing criteria to be judged, but also by providing clear examples of what each level of achievement looks like.

What is a rubric?

Put simply, a rubric is a tool that helps save time during marking and helps provide effective feedback to students. Rubrics are written alongside the assignment and lay out the criteria on which students will be assessed, and what each level of achievement looks like.

A rubric can be holistic or analytic depending on what is needed. Holistic rubrics consider the student work as a whole, while an analytic rubric breaks the marking down into independently assessed components.

Example: Analytic Rubric for Case Presentation

Example: Holistic Rubric for Case Presentation

More Information

A rubric helps ground the marking process in clear expectations for each aspect of the assignment. This requires an up-front time commitment in describing aspects, what success looks like for each aspect, and what score or marks will be attributed.

Remember! Rubrics should be written to speak to the student, rather than the instructor. (Though they are helpful for instructors!)

This up-front commitment pays off during the actual marking as the basic judgments have already been made. If TAs or Markers are assessing students’ work, or instructors are team-marking an assignment with colleagues, rubrics can help get everyone using the same language and standards on an assignment.

Rubrics can be a powerful part of the student learning process by creating a shared knowledge of expectations. When a student sees the rubric for an assignment, they can see precisely what dimensions require improvement, and what such improvement would look like. When used as part of formative assessments, this shows students paths to learning and success. 

Creating Rubrics

Canvas supports adding rubrics to your assignments. Mark using a rubric, and the total can push automatically to the gradebook as the assignment score. Students can see feedback that is listed in the rubric; this can help cut down on time spent on marking.

How to add a rubric to an assignment (Instructure Canvas Guide)

Alternatively, rubrics can be made in a word processing or spreadsheet program, printed out, and written on freehand. This technique is used by some instructors for live presentations so that there are no device distractions.

Get Support

Learning Services is pleased to offer dedicated support for rubrics as part of the assessment and course design process.

Additional information is available at the Self Serve Rubric Support page.

If you have questions, or would like to discuss further, please email help@sauder.ubc.ca.

References

Stevens, D, & Levi, A. (2013). Introduction to Rubrics. (2nd edition). Stylus.

Self-Serve Rubric Resources (Learning Services)

Related Content

Categories
Canvas Feedback Grading Learning Technology Teaching Activity

Canvas Grading

This page should answer some questions you may have while grading.

Control Visibility

Review UBC’s guide on controlling the visibility of grades: https://keepteaching.ubc.ca/grades/#visibility

Hide your grades for entire grade centre (Do this prior to entering any grades)

If you do not want the grades you enter to be immediately visible to students, we recommend changing your course’s grade posting policy to Manually Post Grades. You can change the grade posting policy for your course by following these steps:

Change Grade posting policy.jpg
  1. In Course Navigation, click the Grades link.
  2. Click the Settings (gear) icon.
  3. Click the Grade Posting Policy tab.
  4. Choose a grade posting policy for your course (Manually Post Grades or Automatically Post Grades).
  5. To apply your changes, click the Update button.

* Note that once you changed the Grade Posting Policy this way, all of the columns in your gradebook will switch to Manually Post Grades. If you have quizzes in which you want students to be able to see their responses or correct answers right after each attempt, then you will need to remain the Grade Posting Policy automatically for those assignments. You can do so by clicking on the three dots next to the column name.

Marking Assignments Using Rubrics

Student will have the opportunity to see the rubric marks in their grades page for the assignment.  They can see this by clicking the “View Rubric” button for the assignment on the Grades page..

Marking assignments using Rubrics must be done in SpeedGrader.

  • To do so, open SpeedGrader for the relevant assignment and you will see a “View Rubric” button.
View Rubric is located below the textbox for a score
  • The rubric will open in the grading pane, however, most often the rubric will not fit in the space provided.

 Tip: You can drag the divider (highlighted in green below) between the submission and the grading pane to fit.

  • To mark, click in appropriate box.  If you wish, you can leave a criteria-specific comment by clicking the speech box icon (circled in purple below). 

 Remember: You must click the “Save” button below the rubric to save the rubric marks.  If you mark the rubric, then click “Submit” the rubric marks will be lost.

speedgrader pane with rubrics

Reusing Comments in Rubrics

If you are using a free-form rubric, you can save comments for re-use on other students assignments.  This can come in handy if you will be providing similar feedback over and over.

  • When marking the first student, type in your comments and scores.  For any comments you believe you will reuse, check the box for “Save this comment for reuse.”
Shows the rubric prompt with the save comments for re-use checkbox highlighted
Note: Saved comments cannot be altered or deleted from the drop-down menu.
A rubric where a saved comment is shown in a dropdown box
 Remember: you will still need to enter the numerical score for each criteria.

For more information on the Rubrics visit https://blogs.ubc.ca/sauderteachingplaybook/rubrics/

Marking and Grading with TAs

Before marking with TAs it is worth taking a few minutes to explicitly state the aims of the assignment and the importance of the TAs role in the process.

 Consider!  Is what you are asking appropriate for an undergraduate student to mark?

  • Multiple choice, or basic quantitative problem sets are appropriate.
  • Essay questions and case analyses, generally are not appropriate for TAs to mark.

It is critical to communicate and calibrate expectations if a TA is marking an assignment.

  • One way to calibrate is to mark the same assignments together on a video call.  (Zoom or otherwise.)
    • There are two ways to proceed: You can pick random assignments, or vetted to provide the TA with an example of a range of work (i.e., an exceptional piece, an acceptable piece, and an unacceptable piece.)
  • Another method is to provide marking guidelines and a sample assignment ask the TA(s) to mark a few assignments and submit them for review, then have a discussion.
    • If you have multiple TAs marking, the discussion is best had over zoom or a conference call to ensure that all of the TAs are aligned.
  • Using rubrics can help keep TAs on track marking with little deviation.  In these cases, providing detail in each square is helpful.
  • Another strategy is to utilize a canvas feature called Moderated Grading.  This allows marks to be entered into SpeedGrader, then be reviewed by a moderator, generally the instructor.  More information is available in 9.1.5 Moderated Grading.

Tip: If you don’t want to provide this level of detail to students, give your TA a “marking copy” to work from that contains the details.

Anonymous Grading

Overview

Anonymous grading is a feature that, when enabled, removes any information from Canvas Assignment submissions that could identify a student. This can help mitigate bias while TAs and/or instructors are grading. Anonymous grading also hides the name of the marker from student view, so students don’t know if the marker is a TA or an instructor.

When anonymous grading is enabled in a course, content creators can create assignments with the option to hide student names from graders.

 Be Aware! Anonymous Grading removes identifiable information from the gradebook and Speedgrader, but not from the assignment itself.  If a student includes their name in the assignment then anonymous grading will not help.

Anonymous Grading can be enabled two ways: in the SpeedGrader (see “A” below) and at assignment creation (see “B“).

A. Enabling Anonymous Grading in SpeedGrader

To enable anonymous grading:

  1. Open SpeedGrader from the assignment you would like to grade anonymously
Click Speedgrader

2. Click the gear icon near the top left of the browser and choose “Options”.

Click the gear icon then options

3. From the pop-up, check the box “Hide student names in the SpeedGrader” and click “Save Settings”.

Note: This setting will turn on anonymous grading for all assignments even after leaving SpeedGrader. To turn it off, uncheck the box and save the settings.

Check the box for hide student names

You can check to see that the student names are hidden by clicking the student drop-down menu. You will see the names of students are now listed as Student 1, Student 2, etc.

List of students names no shows student 1, student 2 and so on

When you are ready to post grades to students, skip to section B, step 7 below

B. Enabling Anonymous Grading at Assignment Creation

1.Click on “Settings” from your course navigation.

2. Select the “Feature Options” tab.

3. Turn on the “Anonymous Grading” option. Clicking the switch automatically saves your selection.

Course Settings link

4. Turning this option will show a new “Anonymous Grading” option when creating an assignment.

Check anonymous grading in assignment options

5.When viewing the anonymous grading assignment in the GradeBook, the column is blanked out.

The student names are blurred in the gradebook

6. If the grader tries to open an individual student’s assignment in SpeedGrader, a warning appears telling the grader that they cannot access a specific student. Opening SpeedGrader from this warning will take the grader to SpeedGrader with an anonymous view. This feature cannot be turned off in the options and is only on for the specific assignment.
Warning prompt that grading is anonymous

7. Once assignments have been graded, and you are ready to view an individual student’s grade for the assignment, you can click on the three-dot icon next to the name of the assignment and click “Post Grades”.
Post grades dialogue

8. A message will alert you that anonymity will be removed. Click “Post” to post grades and remove anonymity.
Dialogue box confirming anonymity is to be removed

Sources

  1. https://community.canvaslms.com/docs/DOC-14924-canvas-release-anonymous-moderated-grading-2018-07-14#jive_content_id_Anonymous_Grading_100505
  2. http://help.canvas.yale.edu/m/55452/l/914647-anonymous-grading

Moderated Grading

Overview

Moderated grading is a feature where assignment grades are entered, but then reviewed by a moderator (generally the instructor) before being released to students.

This can be useful in courses with multiple instructors or in courses where marking is performed by a TA or TAs.

Once the assignment is created, only the moderator and admins will be able to change the assigned final grader. For each moderated assignment, the user set as the moderator is the only person who can specify the final grade for each assignment.

 Note: the moderator does not have to personally grade the assignment. 

Enabling Moderated Grading

  1. In course navigation, click the Settings link.
    Course Settings link
  2. Click “Feature Options,” then Toggle the “Moderated Grading” option on.
    Feature Options tab on the far left
  3. Create a new assignment or go on an existing assignment. 
    Moderated grading has its own settings panel within an assignment

Moderated Options

When moderated grading is enabled in a course, content creators can create assignments with moderated options:

  • Number of Graders—the number of graders who should grade the submission (e.g., entering 2 in this box will prompt 2 graders to mark each assignment). This number does not have a limit. However, the page displays a message if there are not enough course users with grading permissions to fulfill the desired number of graders.
    • A moderator does not have to specify which graders can grade submissions. If a course includes a surplus of graders higher than the desired number of graders, any grader can assess an assignment submission until the specified number of grades has been achieved. When an assignment has reached the specified number of graders, remaining graders will not be able to access the assignment.
    • The moderator is never included in the number of available graders since the moderator does not traditionally grade individual submissions but may provide a custom grade.
  • Grader comment visibility—the option that allows graders to view each other’s comments. This option is selected by default.
  • Final grader—the moderator, or the grader who determines the final grade. The Select Grader menu displays the names of course graders who have been given permission to determine the final grade. This permission is assigned to one or more roles at the account level.

Moderated assignments cannot be edited by any grader except the moderator. Any edits made to the assignment will be tracked.

 Note: Moderated grading cannot be enabled when peer review is turned on.

 Be Aware: Moderated grading is not available for group assignments.

Frequently Asked Questions

Q. Who can be a moderator?

A. Any individual in the course with assignment creation privileges can be designated as a moderator.
Consult LT Hub’s guide to Canvas roles for more information

Q. Is the moderator restricted to selecting a final grade from those given by the graders of the submission?

A. No. In the final grade column, the moderator can select a grade from the menu from any grader or open the menu and type their own grade for the final grade.

Source

https://community.canvaslms.com/docs/DOC-14924-canvas-release-anonymous-moderated-grading-2018-07-14#jive_content_id_Moderated_Grading_445117

Final Grade Override

The Final Grade Override allows you to enter a final grade for students that is different from the grade automatically calculated by Canvas in the Gradebook. You can enter a letter grade or a percentage. (A letter grade results in the lower bound of the grading scheme; a percentage is retained as the override score.)

Students can view the overridden grade in their Grades page. However, students will not know the score has been overridden.

Notes:

  • The override column is included in Gradebook exports and can be changed with a Gradebook import.
  • Final grade override actions are not recorded in the Grading History page, which only records changes for individual assignments.

Steps:

  1. In Course Navigation, click the Grades link then click the Settings icon (on the left).
Gradebook settings icon at the top right
  1. In the new window that opens, click the Advanced tab [2] and then click the Allow final grade override checkbox [3]. Click the Update button at the bottom [4].
final grade override checkbox
  1. The override column displays at the far right of the Gradebook. Locate the student whose grade you want to override and enter a percentage or a letter grade in the Override column.To delete an overridden grade, click the grade cell and click the Delete key.
Gradebook - overriding a grade

Source

https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-override-a-student-s-final-grade-in-the-Gradebook/ta-p/946

How do I import grades in the Gradebook?

You can use a CSV file to upload changes to the Gradebook. You can upload information for existing assignments, or you can also use a CSV file to create new assignments in the Gradebook. New assignments will automatically be published in your course. If you do not know how to save a file in a CSV format, please check the documentation for the program you are using to create your Gradebook changes (e.g., Excel).

If you don’t want to create a new CSV file, you can always download the CSV from Canvas, change it, and re-upload the same file and the changes you made will appear in Canvas once you re-upload the CSV file.

If you create a column for a new assignment, Canvas will ask how you want to import the assignment. New assignments upload with the following settings:

  • Assignment Group: Assignments
  • Submission Type: No submission
  • Due date for: Everyone

Required columns and order

  • Student Name
  • Student ID
  • SIS User ID (only required if you use SIS)
  • SIS Login ID (only required if you use SIS)
  • Section
  • Assignment (this can be for an existing assignment or a new assignment; retain IDs for existing assignments)

More information on how to import grades into the Gradebook is available here:

https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-import-grades-in-the-Gradebook/ta-p/807

References

References for content

Related Content

Related Content pages/posts

Categories
Canvas Feedback Grading Learning Technology Teaching Activity

Feedback

on this page

Feedback

Providing effective and rapid feedback is imperative to student success. This section outlines best practices for communicating constructive feedback to students.

Why provide feedback?

Facilitating detailed and timely feedback can help students get more out of their learning.

Be specific so students know what actions to take moving forward.

Be prompt so that the content is still relatively fresh and relevant in their minds.

Be sensitive, and focus on how students can improve rather than just listing what they did wrong.

Formative

One approach to feedback is using formative assessments — smaller but more frequent activities throughout the course.

Design lower-stakes opportunities for students to demonstrate knowledge. The more data points generated, the more guidance instructors can provide.

Summative

Summative assessments can be useful in evaluating each student’s overall progress. When creating exams or final projects, ensure that they align with course objectives and content.

Canvas

Feedback can be delivered through Canvas in many ways.

SpeedGrader

Input marks and comments in SpeedGrader.

Annotate and markup student work.

Automatic Quiz Comments

Configure automatic comments which will show based on how students responded to a quiz question — i.e. why is Answer B incorrect?

See an example of how to use quiz comments on this page: https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-create-a-Multiple-Choice-quiz-question/ta-p/682

Announcement

Send out a course-wide announcement to debrief an assignment / exam / quiz.

Inbox

Send students a private message with Canvas Inbox.

Through the gradebook, instructors have the option of quickly messaging students who:

  1. haven’t submitted
  2. scored lower than x
  3. scored higher than x

OnTask

OnTask helps instructors deliver personalized feedback.

Using a single message template, instructors can set conditions to show / hide certain pieces of text accordingly.

OnTask can also pull data from a spreadsheet like a mail merge.

Peer Review

Students can provide feedback to one another as well.

Canvas Peer Review

Enable peer review in an assignment to let students read and comment on each other’s work.

iPeer

iPeer allows group members to evaluate and give feedback to each other.

Instructors can create their own questions and forms for students to fill out. Results can be exported to a CSV.

ComPAIR

ComPAIR lets students review pairs of their classmates’ assignments, side by side.

Scores for participation and performance can be synced to Canvas.

PeerScholar

PeerScholar is another peer review platform.

There is a “reflection” stage built into the workflow for students to edit and resubmit their work after receiving feedback.

Categories
Canvas Feedback Grading Learning Technology Teaching Activity

Grading

on this page

Grading

This section describes best practices for grading student work.


Setting up assessments in Canvas

Use the built-in Canvas features to make marking and calculating grades easier.

Assignments

The following can be configured in every Canvas assignment:

  1. the number of points
  2. how the grade is displayed (i.e. points, percentage, complete / incomplete)
  3. whether the assignment counts towards the student’s final grade

Quizzes

Every Classic Quiz created is set as a “Graded Quiz” by default. This means that instructors must indicate a correct answer for each question.

Alternatively, a “Graded Survey” can be used to collect responses which do not need to be marked — anyone who submits will get full credit.

Group Weights

Instructors can create different “groups” within Assignments to organize student tasks.

A weight can be configured for each group. For example, there can be a “Midterm” group worth 25% of the student’s grade.

Canvas will follow these values to calculate each student’s final mark accordingly.

For instructions on how to add group weights, please see here: https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-weight-the-final-course-grade-based-on-assignment/ta-p/746

SpeedGrader

SpeedGrader allows instructors to view and grade assignment submissions in one place. It makes evaluating assignments quick and easy. NOTE: multiple people should not grade assignments at the same time, because SpeedGrader does not automatically update with the latest information for each submission.

Interface

Using SpeedGrader, instructors can quickly:

  1. See how many assignments have been graded so far
  2. See the average score for the class
  3. Cycle through each student’s work
  4. Annotate student work
  5. Add comments and feedback

More information on Speedgrader can be found here: https://blogs.ubc.ca/sauderteachingplaybook/canvas-grading/

Rubrics

For more structured grading, instructors can create rubrics and attach them to assignments.

In SpeedGrader, simply click on the rubric cells and Canvas will automatically sum up the points.

Note — rubrics cannot sum up points for quizzes, only assignments.

The Rubric page can be accessed from the left-hand course navigation menu.

More information on Rubrics can be found here: https://blogs.ubc.ca/sauderteachingplaybook/rubrics/

Canvas Gradebook

The Canvas Gradebook is a page that allows instructors to see all students, assignments, and grades in one place. Instructors can access it by clicking on “Grades” in the left-hand course navigation menu. It has three additional viewing modes, which can be changed by clicking on the currently selected mode and choosing a different one from the drop-down list. Not all settings are available in each mode. The modes are:

  • “Gradebook” – the main viewing page
  • “Learning Mastery” – assessment based on Outcomes
  • “Individual View” – assessment of individual students on separate assignments
  • “Gradebook History” – a log of grade changes

The rest of this section is focused on the “Gradebook” mode.

Columns

Each column corresponds to an assignment or quiz in the Canvas course.

The order of these columns corresponds to the order seen in “Assignments”.

Search / Filter

Use the search bar to search for specific students.

To filter students by section, select View –> Filters.

Grade Directly

Click into a student’s cell to input a grade directly.

Click the arrow to expand more options, including (1) the ability to leave comments, (2) mark an assignment as “Excused”, and (3) launch SpeedGrader.

Manual Grade Posting Policy

By default, instructors are encouraged to to use the “Manual” grade posting policy.

This means that any marks / comments input will not be visible to students UNTIL instructors select “Post Grades” in the column.

To set this policy for the entire course, click the Settings cog —> Grade Posting Policy.

To toggle this policy for specific assignments, hover over the column header and click the 3 dots —> Grade Posting Policy.

Import and Export Grades

If needed, grades can be exported into a CSV.

Bulk changes can be made in the spreadsheet and re-imported back into Canvas.

Use case — making a new column to provide students with a scaled midterm / final score, without needing to release the raw marks.

Posting Final Grades

Final grades must be uploaded to the Faculty Service Centre in order to be deemed official.

Grading Best Practices

If a student has been excused from an assignment and approved by the program office

Best practice in this case is to mark the student assignment as ‘excused’ in the Canvas Gradebook. Canvas will average the student’s other grades and not include the excused graded activity.

Categories
Academic Integrity Assignment Canvas Essay Exam Learning Technology Respondus LockDown Browser Teaching Activity Zoom

Academic Integrity

Academic Integrity

A culture of academic integrity at UBC Sauder is everyone’s responsibility – we all play a part. Here you will find information, resources, and links for faculty to learn more about academic integrity, understand its role, and learn what happens when it is breached. Included are strategies and tools that will help ensure student performance is authentic and reflects their own thoughts and work.

When we speak of academic integrity in relation to faculty, we are referring to strategies and tools that ensure student performance is accurate and reflective of their own work. Sound processes contribute to upholding the integrity of students, faculty, Sauder School of Business and its credentials, UBC, and the industries we serve.

Getting Started with Academic Integrity

This is your starting point for academic integrity: frequently asked questions and essential links for faculty members and students.

For Faculty

For Students

Academic Integrity in Teaching & Learning

Learning with integrity requires knowing the expectations for academic integrity in your courses and ethically collaborating with your classmates when appropriate.

Learn more

Academic Misconduct Regulation and Process

Understanding how the academic misconduct process works is vital for faculty and for students who may be impacted by an allegation or an investigation.

Learn more

Resources for an Educative Approach

Further proactive strategies and resources to help you with academic integrity may be found here.

Categories
Academic Integrity Canvas Essay Exam Learning Technology Respondus LockDown Browser Teaching Activity Turnitin Zoom

Midterm and Final Exams

Publication Status:

  • Draft
  • Ready for Approval
  • Approved

Midterm and Final Exams

Exams are used as high-stakes summative assessments. There are a number of strategies and tools that are used for exams.

Canvas Exam Integrity Measures

  • Randomization: Randomizing the order of questions can prevent students from collaborating.
  • Single Question Display: Displaying questions one at a time can discourage students from taking screenshots, downloading, and printing entire exams for sharing elsewhere. 
  • Question Banks: The use of question bank groupings of question types, where Canvas then selects individual questions for individual students, can prevent collaborations on exams. 
  • Timer: Timed exams can ensure that students have enough time to recall responses, but enough time to look up answers or collaborate with each other.
  • Exam Design: Various exam designs can help prevent academic integrity issues in individual circumstances. 
  • Question Types: Create the exam with question types designed for integrity. Instructors should be familiar with what kind of question types are available. Review the question types and how to answer them.

Lockdown Browser

Lockdown Browser is a web browser that “locks down” what students can do during a quiz in Canvas. When students use LockDown Browser to take a quiz, they will be unable to print or copy questions, visit other websites, access other applications, or close the quiz until it is submitted. Quizzes created for use with LockDown Browser cannot be accessed with standard browsers.

You can use LockDown Browser to help preserve academic integrity in Canvas quizzes and exams:

  • Restricting what students can do in their main browser (e.g., no printing, copying, accessing other websites)
  • Locking down in-person assessments, along with in-person invigilation
  • Locking down online assessments, along with web-conferencing invigilation
  • Sharing exam results and feedback with students in a locked-down environment

We do not recommend using LockDown Browser with Zoom. The tools were not designed to be used in coordination, and combining them can trigger challenging technical issues for a significant number of students. You can read more about our recommendation against using Zoom with LockDown Browser for invigilation for additional information.

Lockdown Browser does not work well with assessments that:

  • are open book
  • require students to upload file(s) or photo(s)
  • contain a lot of images – if an image breaks, there is no way for students to right-click to open the image in a new tab
  • require Excel and the use of formulas – Lockdown Browser’s version of Excel has limited capabilities

(source: https://lthub.ubc.ca/guides/lockdown-browser-instructor-guide/)

Turnitin

Turnitin is a plagiarism prevention tool that helps you check the originality of student writing. Turnitin generates a similarity score for each student, which can be used to assess how original their work is. You can also use Turnitin to provide marks and detailed feedback for each student and re-use common feedback across multiple student submissions. Students may use it to check their work to avoid accidental plagiarism before submission.

Sauder Learning Services has modified Turnitin software that turns each student’s response into a PDF. A folder containing all students’ PDFs will be provided to the instructor for uploading to Turnitin. In this way, instructors may use such a folder to check for submission similarities between students.

Integrity Pledge

Learning Services will copy an Integrity Pledge into a course several days before the actual exam date (if not earlier). There is also a Tech Check course available for students to self-enroll. This tech check course is intended to:

  • Familiarize students with the “exam experience”
  • Help students identify any technical issues that may arise during their actual exam
  • Ask students to agree to the following integrity pledge:

Learning Services also adds a shorter integrity pledge to the beginning of each exam:

Instructors can use this Canvas announcement template to encourage students to self-enroll in the tech check course prior to the exam.

Before the Exam

Exam Preparation, Build, Configuration, and Access

To assist instructors in preparing for an exam, here are some resources to show them how to:

1. Prepare for an online exam

• Technical Checks — Instructors and students can self-enroll in the “UBC Sauder Exam Tech Check Course” to identify any technical problems prior to the exam. This course informs students on what to expect when writing a Canvas-based exam and includes an “Integrity Pledge and Tech Check” quiz that will mimic an exam’s settings and question types, ensuring that students become familiar with the experience.

• Exam Rooms — The Undergraduate Office will be facilitating the booking of exam rooms and hiring of Invigilators. Please email ugooperations@sauder.ubc.ca to begin the process.

2. Build the exam

Learning Services requires 10 business days of lead time to help an instructor build an exam. Requests may be made by emailing help@sauder.ubc.ca

If they would like to self-serve, here are some resources:

Even if the instructor is building their own exam, Learning Services will add an integrity pledge to the exam. Exam-saving reminders will also be added that guide students on how to check if their answers are saving in real time during the exam. In order for Learning Services to know when to add these components, contact help@sauder.ubc.ca to let us know that your exam is ready for them.

3. Configure the settings

The following Canvas quiz settings are recommended — Learning Services will review every exam and configure accordingly. If an instructor is taking care of their own exam, these might be helpful guidelines as well. 

  • Include the term and date in the exam title (e.g. 2021W2 COMM 333 Final Exam – April 2, 2022).
  • Clarify in the instructions what students are and aren’t allowed to use in their exams.
  • Set the time limit as the exact exam time (i.e. a two-hour exam will be 120 minutes) 
  • Do not check the boxes:
    • “Allow Multiple Attempts”
    • “Let Students See Their Quiz Responses (Incorrect Questions Will Be Marked in Student Feedback)”
  • Once the exam is published, ensure that its column in “Grades” is set to manual —  this will ensure that students do not see their marks immediately upon submitting the exam.

4. Give students access to the exam

Upon publishing, a Canvas quiz is assigned to “Everyone” in the course by default.

Instructors can configure the exam to be assigned to different students at different times/dates — i.e. one section in the morning, the other section in the afternoon.

To set up exam times and dates:

  • Leave the due date blank.
  • Set the “Available from” to be the exact time/date when the exam is scheduled to start.
  • Set the “Available until” time to be 1 hour after the exam is supposed to end. This gives Learning Services a “cushion” to extend student timers in case they run into any technical difficulties — please note that students will still be restricted to the time limit. 
  • Use the +Add button to configure other sittings.

Once again, Learning Services is happy to review all of these settings as well!

Adjusting student attempts and time during an exam

Besides configuring the availability, instructors may also need to extend the time allowed per exam attempt or add an extra attempt.

Centre for Accessibility Student Access

The steps above must be done for CFA students as well, since they are allowed extra time. In addition, if you are using Lockdown Browser on your exam, the CFA have requested instructors to log into their account on the CFA Website and under additional information space for the CFA students, input the Proctor Exit code for the exam season. This is the code that the invigilators use to exit Lockdown Browser during an exam to troubleshoot technical issues. A member of the Learning Services team will reach out to disclose this proctor exit code for you to enter in the CFA website. Please include in the instructions that the code is for invigilator-use only. This extra step is only applicable for Lock-Down browser exams.

Best Practices for Delivering Online Tests and Quizzes

Tips for Instructors

  • Offer a Practice Test:
    • Include the same question types that will be asked on a real exam.
    • Use similar settings to those that will be used on a real exam, e.g., timed tests vs. un-timed tests, multiple vs. single attempts, use of Lockdown Browser
    • Ensure the students complete the practice test as close to the exam date as possible so they have the most up-to-date software for the exam.
    • Send a follow-up email to all students who have not completed the practice test a day before the exam (this can be done through the Canvas Gradebook).
    • Use similar settings in quizzes that will be used in the midterm(s) or final so students are familiar and comfortable with the online exams and settings.
  • Request a review of the settings before the exam is published (help@sauder.ubc.ca).

Tips for Students

  • Before the exam, remind students to:
    • Verify they have a stable network connection before starting the exam. Get students to connect to UBCSecure (or UBCVisitor if UBCSecure is not working)
    • Set their phones and other WiFi-enabled devices to airplane mode to minimize load on the wireless network.
    • Use only supported browsers: https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-are-the-browser-and-computer-requirements-for-Canvas/ta-p/66
    • Shut down all other applications & activities on their computer.
    • Disable third-party browser security add-ons or applications.
    • Don’t use the browser’s Back or Forward buttons to navigate an online exam.
    • Preferably don’t use mobile devices to take the exam.
    • Keep checking whether their answers are saving.
    • Read all instructions and questions carefully.
    • Don’t forget to submit the exam when finished!

Adapted from:

UBC Resources on Online Assessments

Other Recommended Resources

• Online Assessment in Higher Education guide from the University of Calgary


“This guide aims to provide an evidence-based background on the prevalence, benefits, challenges and importance of online student assessment in higher education. Outline strategies and recommendations from research and practice that can be used to mitigate challenges of assessing students online. Encourage instructors to thoughtfully design student assessments for use in online courses.”

• Designing Online Assessments module from the University of Calgary.

“This online module provides useful information about how to implement different types of assessments that are aligned to course learning outcomes.”


• Alternatives to Traditional Testing  from the Center for Teaching & Learning at UC Berkeley

• Alternatives to Traditional Exams and Papers from the Center for Innovative Teaching and Learning at Indiana University Bloomington

• Designing Effective Online Assessments from the National University Singapore

• Encouraging academic integrity in remote, online, and in-person learning contexts from the Centre for Teaching Excellence, University of Waterloo.

Respondus – Quiz Authoring Software

Respondus Quiz is an assessment software for quickly creating quizzes that can be imported to a Canvas course.

Instructors can use Respondus to create Canvas quizzes by uploading Word/text documents as well as publisher questions from the Test Bank Network.

1. Download and install Respondus

Instructors who have not used Respondus Quiz can download it using the following steps:

  1. Go to the: Software Distribution site, and sign in with their CWL.
  2. Select “Respondus Quiz” from the Faculty tab.
  3. Click “Add to Cart”, then “Check Out.”
  4. Follow the prompts until they reach an Order Summary screen with a download link.

Instructors should take note of the following when they appear during the download process – this information will be needed during installation:

  • Institution Name: University of British Columbia
  • Local Support Contact(s): lt.hub@ubc.ca
  • Installation Password

Note that the authoring software currently only works on the Windows platform.

2. Create quiz banks and Canvas quizzes

If the instructor encounters any issues with Respondus, please email help@sauder.ubc.ca.

During the Exam

Once the exam is built and the logistics are prepared, students will be assigned to a classroom and required to bring their own device, usually their laptop, to write the exam. The instructor is expected to be on-site during the exam.

This video summarizes what instructors can expect during an exam.

In-Person Canvas Exam Support

Instructors must be in attendance during exams. Learning Services will provide live technical support.

Please note that Learning Services does not currently have the capacity to provide live support for take-home exams, assignments, or Centre for Accessibility students who are writing outside of the main exam sitting. Support for alternate exams is available if:
• Exam is no longer than 3.5 hours
• 10 or more students are writing the same exam
• Exam is scheduled to begin and end between 8am and 10pm PST
• Instructor is on-site

Please note that only 1 alternate exam per course will be supported.

1. What to Expect

30 minutes prior to the exam, all the invigilators and instructors will meet to go over the requirements of the invigilators, room assignments, how the exam is set up and the specifics of the in-person exam. Invigilators will then go to their assigned rooms. Approximately 15 mins prior to the exam, students will be let into the room to set up their devices and troubleshoot any technical issues prior to the exam start time. When the exam begins, the instructor or invigilator will release the password to the students in their classroom. Students will enter the password and begin to write. Invigilators will monitor the student screens.

At least one day before your exam, Learning Services will create an MS Teams chat with instructors and invigilators. This chat will be used as a communications back-channel to resolve any technical issues that arise during the exam as well as to clarify any exam policies. Instructors are expected to be available on MS Teams chat during the exam to make any high-level decisions.

Invigilators are responsible for monitoring academic integrity as well as performing basic technical troubleshooting for students, per their training. Any issues that invigilators are not able to resolve will be escalated to the Learning Services team.

If a technical issue is unresolvable, a floater invigilator will escort students to the backup computer lab booked for each exam.

More information on MS Teams is available HERE.


2. Exam Bulletins Page

An “Exam Bulletins” page will be set up in each Canvas course — this will be linked within the exam’s instructions for students to see.

If any exam-wide issues are detected — including typos, broken links, images not showing up, and more — Learning Services will be able to update this page in real-time to provide information to students. 

This bulletins page opens in a new tab and works with Lockdown Browser-enabled exams as well. It is okay for students to have it open during the exam, and a pop-up banner will inform them if any changes are made. 

If Learning Services is supporting an exam, the following text will be added into the instructions box of the exam.

Moderating an Exam

Learning Services will assist with moderation during supported lived exams, but the following information will be useful for instructors self-serving their exam as well.

Canvas features various tools in regards to moderating exams — these can be found in the “Moderate This Quiz” link on the quiz page.

Moderate this Quiz

Once a Canvas quiz is published, a “Moderate This Quiz” link will appear in the sidebar on the top-right of the quiz page. This page displays information about student submissions and exam progress — it is also where extra time and extra attempts can be added, as well as where student activity can be monitored.

• Using the “Moderate This Quiz” page

Adding Time

Time can be added to any exam attempt in progress. If a student loses time troubleshooting a technical issue for example, this time can be given back — however, Learning Services does not typically do so unless 5 minutes or more is lost.

• Adding extra time for a student

Adding Attempts

Once a Canvas quiz is submitted, it cannot be re-opened. With permission from the instructor, students can be given an extra attempt in scenarios involving accidental submissions, timers running out during troubleshooting, and more. 

Student work from their first attempt will not be overwritten — however, their answers will not show up when they begin their second attempt. Usually, students are advised to simply continue where they left off. All attempts will be available to view and grade in SpeedGrader.

• Adding extra attempts for students

Monitoring Student Activity

Student activity can be monitored through Canvas Quiz logs, which provide live time-stamped information regarding a student’s progress on the exam, including which questions they have read and answered. It’s important to note that while the logs provide a good overview of the student’s activity, they don’t show a perfect play-by-play of activity. Accurate logs are not available for Fill-in-Multiple-Blanks, Matching, Multiple Answers, and Multiple Dropdown questions.

The logs are also helpful in determining how much time a student actually lost while troubleshooting, since every instance of exiting and resuming the exam on Canvas is recorded as well. 

• Viewing student logs

After the Exam

How to review exam submissions and begin the grading process.

Reviewing and Grading

Student exams can be reviewed and graded immediately once submitted.

Student Logs

As mentioned previously, student exam activity can actually be monitored in real-time with student logs — even if they haven’t submitted yet!

Grading Exams

SpeedGrader allows instructors to mark exams and enter grades directly within Canvas. However, it’s important to note that there can only be one person using SpeedGrader at a time — if multiple TA’s or instructors are marking simultaneously, grades and comments will not save properly. 

Grades can also be entered manually into the gradebook, as well as through a CSV.

If an exam question was configured incorrectly (i.e. wrong answer defined), Canvas is only able to regrade multiple choice, true / false, and multiple answer question types. Please email help@sauder.ubc.ca for assistance with regrading these question types. 

By default, all exam grades should have been set to manual posting so students won’t be able to see any grades or comments until the instructor posts them in the Canvas gradebook.

Exam Statistics

A statistics dashboard is generated for every quiz on Canvas — once an exam is submitted, a “Quiz Statistics” link will appear in the sidebar on the top-right of the quiz page.

By clicking on the “Student Analysis” button, a CSV of every student’s responses can be exported for further analysis.

Plagiarism and Turnitin

For exams with essay questions, instructors are encouraged to check student responses for plagiarism through Turnitin. Instructors can contact help@sauder.ubc.ca for assistance with this.

Student Appointment

Students often ask to see and review their exams after receiving their grades. To prevent exam questions from being too easily downloaded and distributed, Learning Services recommends that instructors set up an appointment with the student and share their screen rather than opening up the exam again. 

The Canvas Calendar can be used to quickly set up time slots for students to sign up for. 

Alternatives to In-Person Exams

See this guide from CTLT

Categories
Assignment Canvas Group Work Learning Technology Panopto Presentation Teaching Activity Zoom

Student Presentations

on this page

Student Presentations (Group/Individual)

Asking students to present their work to the class is a very effective, and often times authentic, way to assess students. Presentations can be conducted synchronously in class, asynchronously in the form of an assignment, or a combination (i.e. recorded presentation, synchronous question and answer period). In addition, presentations can be conducted offline or online, and individually or in groups.

Asynchronous Presentations

Photo by Matthew Henry from Burst

Asynchronous presentations are a way for students to take the time to develop and record a presentation and submit it via Canvas.

Individual Asynchronous Presentations

Asynchronous individual presentations are a way for students to take time to develop and record a presentation and submit it via Canvas. Sauder Instructors are recommended to use My Media in Canvas.

Group Asynchronous Presentations

Asynchronous group presentations are a way for students to have time to work as a group outside of class to develop and record a presentation and submit it via Canvas. Sauder Instructors are recommended to advise students to use ZOOM and submit in Canvas.

Synchronous Presentations (in Person/Online)

Photo by Matthew Henry from Burst

Synchronous presentations are a way for students to practice their presentation skills and create interaction with the rest of the class. For online, students can present using ZOOM as individuals or in groups. Hosts can allow students to share screens, videos, and audio. Students can identify one student to share their screen and navigate the slides if working in groups.

Online Individual Synchronous Presentations

Synchronous individual presentations are a way for students to take time to develop and record a presentation and submit it via Canvas. Sauder Instructors are recommended to use My Media in Canvas. Here are some instructions for this (insert link here).

Online Group Synchronous Presentations

Synchronous group presentations are a way for students to develop their presentation skills as well as gather experience working with teammates. Instructions coming soon.

  • Student Facing Instructions- ZOOM Synchronous Group Presentations: Here are student-facing instructions for student group presentations within an instructor’s ZOOM course room where student groups are sent to instructors’ breakout rooms and record their presentations.  Students are then shown how to access and upload their recorded video into the Canvas course Media Gallery.  The instructions are for 1 video of all students presenting and this video will be available to all students to see when in Media Gallery.
    • NOTE: Instructors will need to give all students co-host roles in ZOOM before sending students to breakout rooms and enable a media gallery in their course before students upload to the media gallery. 
    • Student Facing Instructions: Synchronous Group Presentations in ZOOM.  Please email help@sauder.ubc.ca so we can copy these instructions into the Canvas course for release to students.

Spam prevention powered by Akismet