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As we continue our move to Canvas after a decade with Blackboard, there are some new settings to highlight and understand with setting up Classic Quizzes in Canvas. This post aims to clarify these settings to allow for the smoothest experience for you and your students.

Time Limit

The time limit is the amount of time students have to complete the quiz from when they first open it. If they navigate away from the page, restart their computer, etc. the timer continues to run. Once the timer runs out, the quiz auto-submits unless the Available Until time occurs first

Available Until Time

The Available Until time is when the quiz ends and is no longer available. The quiz auto-submits at this time even if there is time left on the student's timer

For example, if a quiz is available until 12:00 and has a time limit of 60 minutes, if a student were to begin the quiz 11:30, it will auto-submit at 12:00 even though the student still has 30 minutes left on the timer

This operates differently than the timer on Blackboard's Test tool

It is imperative that you inform your students that the quiz will auto-submit at the Available Until time, no matter when they begin the quiz
Canvas will also warn the student if they begin the quiz with less time remaining until the Available Until time than the full allowed Time Limit

Available From Time

The Available From time is when students can first open the quiz. If the quiz is Published, students will be able to see that the quiz exists prior to this time, but it will be locked to them if they try to access it
Publishing the Quiz

As mentioned above, if a quiz is Published, students will be able to see that the quiz exists prior to this time, but it will be locked to them if they try to access it

Publishing is necessary in order to set up accommodations for students, such as time-and-a-half

Published quizzes appear by default within the Quizzes and Assignments menu items. They also appear in Modules, if you have added it to a module

Providing Students with Extra Time or Attempts

If you want or need to provide with students with quiz accommodations, such as time-and-a-half, you will first need to publish your quiz. Once published, you can access Moderate This Quiz

Within Moderate This Quiz, you can click on the edit pencil next to each student's name to provide extra time or extra attempts
Note that this entry is for extra time and not the total time. For example, if you quiz is 60 minutes and you want the student to get 90 minutes, you enter 30 minutes

VERY IMPORTANT: The Available Until time will override this added extra time. If you are only providing students with an exam writing window that matches the Time Limit, you will need to change the Available Until for the accommodated students. This is done by adding exceptions to the Assign field on the Edit page for the quiz

The Moderate This Quiz settings only apply for this specific quiz. They need to be set up each student each time you offer a quiz

For help with these options and settings access Canvas Help within the global menu on the left-hand side of Canvas. To discuss the best approach to using these settings in your course, email movetocanvas@usask.ca.

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Understanding Timer, Availability, and Accommodation Settings for Canvas Classic Quizzes

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As we continue our move to Canvas after a decade with Blackboard, there are some new settings to highlight and understand with setting up Classic Quizzes in Canvas. This post aims to clarify these settings to allow for the smoothest experience for you and your students.

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Quizzes are an extremely flexible tool that can be used to support many stages of learning. For example, quizzes can be used to pre-assess (prior to learning), provide practice and feedback (during learning), or as post-assessment (after learning). Experimenting with these various methods can assist you in finding ways of making your course more supportive of our USask Learning Technology Ecosystem Principles (e.g., "Designed for Reflection and Growth"). Here are some approaches to using quizzes that you may want to consider:

Using the same quiz at a different stage in learning

Using a quiz prior to learning and after learning can help make learning visible to students. Allow multiple attempts on a quiz and add it to your module in more than one place (e.g., at the start and end).

If you would prefer to not allow multiple attempts, but still want to use the same quiz more than once, you can use the Copy To feature to create a second copy
Quizzes cannot be duplicated by you can use Copy To and copy it back into the same course

Using quizzes to promote mastery

You could promote mastery on certain concepts by allowing students to have multiple or unlimited attempts on a quiz. This is especially useful for learning if students receive different questions on each attempt. This can be done by creating a larger bank of questions on the same learning outcomes
You could even require students to receive a certain score before unlocking the rest of the module, but you should use this strategy judiciously and be prepared to provide learning support to students that are not able to meet the threshold score

Using a quiz or survey as a module requirement

Quizzes or surveys can be a powerful method to activate prior knowledge or stimulate metacognitive thinking. For example, you could ask specific questions about the topic, or more general ones, such as "what do you already know about this topic?" and "what do you still need to learn about this topic?"

If some of these questions are not able to be auto-graded, we have found using a survey is better than a quiz. If it is a quiz, the grades for all manually graded questions will show as zero to the students. If it is a survey, students won't see a "grade"
if you want students to get feedback after submitting, you can still build autogenerated feedback into the survey

Using quizzes for high-stakes exams

This quiz tool wasn't designed with midterm or final exams as the main use, but with careful setup, Classic Quizzes can be used to deliver an exam

For detailed tutorials and more info on using Classic Quizzes in this way, please review these resources

For help with these options and settings access Canvas Help within the global navigation menu on the left-hand side of Canvas. To discuss the best approach to using these settings in your course, email movetocanvas@usask.ca.

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Exploring the Many Ways of Using Canvas Classic Quizzes

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Quizzes are an extremely flexible tool that can be used to support many stages of learning. For example, quizzes can be used to pre-assess (prior to learning), provide practice and feedback (during learning), or as post-assessment (after learning).

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Creating formula questions in Canvas quizzes

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Creating formula questions in Canvas quizzes

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Video

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Using Canvas: Creating a formula question that generates different values for each student

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What do I do after students have taken my quiz?

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What do I do after students have taken my quiz?

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Once your quiz or test availability period ends, there are a number of tasks that you might want to complete, such as reviewing how the entire class performed, reviewing an individual student's quiz, and manually grade questions. This post and video will outline these different tasks and how you can accomplish them when using Canvas Classic Quizzes.

Reviewing the class's responses

As an instructor, one reason to use quizzes is in order to identify areas where students are doing well and where they need further support. The most efficient way to view question-by-question results in Canvas is to navigate to the quiz via Assignments or Quizzes. Click on the quiz and then choose Quiz Statistics in the upper right
You can either view the details on this page or download a report

Reviewing an individual student's quiz

You may want to review a certain student's quiz or even have a meeting with them to go over their responses. You do this by navigating to the quiz and choosing SpeedGrader

Fixing an error in the answer key

When reviewing the student results you may realize that there was an error in the answer key for one or more of the questions. If the error was in a multiple choice, true/false, or multiple answers question, this is an easy fix

To apply this easy fix, edit the quiz and navigate to the Questions tab. When you find the question with the error, you simply edit the correct answer and Canvas will pop up some regrade options

For more details, visit this Canvas Guide

Do not use the "+New Question Group" and "Link to a Question Bank" option if you want the ability to automatically regrade

If the question isn't one of these three types (Multiple Choice, True/False, or Multiple Answers), you will have to manually regrade the question in SpeedGrader

Manually grading quiz responses

If you have quiz questions that can't be graded automatically. You complete this grading within SpeedGrader.

If you have not used question randomization, you can even turn on Grade-by-question in to allow you to grade each question for all students to improve efficiency and effectiveness

If you used the File Upload quiz question type, you will need to download the file to review outside of Canvas. Currently, SpeedGrader does not support viewing these submissions within the browser
If you want to be able to grade the file submissions inside of Canvas's SpeedGrader, you will create an Assignment with the File Upload Submission Type instead of a quiz

Showing students the correct answers and built-in feedback

You may want students to be able to see the correct answers at some point. This is a quiz setting that you can turn on and off at any point. Access this setting within the Edit menu for the quiz. This setting can be changed at any time

If you have built automated feedback into the questions, this correct answers toggle will also make the feedback visible

Reviewing which students have completed the quiz and messaging those that haven't

You may want to send a reminder to those that haven't completed the quiz. There is a quick way to do this in Canvas. You navigate to the Quiz and click on the three dots beside next to Edit (in the upper right of the page). Choose "Message Students Who..."

For help with these options and settings, please access Canvas Help within the global navigation menu on the left-hand side of Canvas. If you are experiencing technical issues, the first line of support is Canvas Help and then itsupport@usask.ca.

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Students Finished Writing my Canvas Classic Quiz: Now What?

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Once your quiz or test availability period ends, there are a number of tasks that you might want to complete, such as reviewing how the entire class performed, reviewing an individual student's quiz, and manually grade questions. This post and video will outline these different tasks and how you can accomplish them when using Canvas Classic Quizzes.

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The technical creation of a discussion in Canvas is relatively straightforward and intuitive. What requires deeper initial consideration is how using the discussion tool will support student learning. Here, we look at the necessary planning for setting up purposeful discussions, then the post that follows, we'll go through the technical aspects of discussion set-up. This is the first post of four in a series on using the Discussions tool in Canvas.
Why use discussions?
Substantial research over the past 20 years indicates discussion forums can be places where high quality discussions take place, to rival the quality of in-class discussions and include contributions from all students.

As online discussions are asynchronous, they allow time for thought and a variety of response types, and are archived for later reference. Other benefits include:

If the discussion seems relevant to students and they expect to learn and contribute, they are more likely to engage in substantive exchanges, providing opportunities for them to learn and to build knowledge together.

Forums give instructors opportunity to interact with students, model approaches and thinking, gather evidence of learning, and give feedback.

When designed as a part of formative assessment, discussions can increase involvement in learning, encourage metacognitive growth and increase the sense of community while providing feedback to improve teaching and learning (Hailu et al., 2017).

Students who may not be comfortable speaking up in synchronous discussions or in a face-to-face setting may contribute more readily in an asynchronous format. For those who like some time to think over the topic, asynchronous discussions afford them the opportunity to do so.

What is the discussion's purpose?
Different purposes require different types of discussions, although many types of learning and experiences can happen across forum types.

Community building and social interaction - initial introductions, cyber-café forums where students can share resources, ask and answer questions, get feedback on drafts/ideas

Addressing learning outcome(s) through the activity and skills required, such as:

Improving comprehension

Building arguments

Constructing knowledge

Critical thinking - analysis, evaluation, reflection

For more on aligning learning outcomes, instructional approach, and assessments, see the blog series, All Aligned.

How do I organize discussions into groups?
Consider group size and make-up to provide the best situation for quality discussion, large enough to have ideas generated and small enough to allow everyone to contribute while not generating an overwhelming number of posts. With large classes, aim for smaller group sizes of 15 or less, with an instructor or TA responsible for each group if possible. In larger classes with only one instructor, it is more practical to allow for larger groups with the instructor moving between each group, perhaps with less participation in each discussion.

In Canvas, group creation is done in the People tab, explained succinctly in this short video

Options include manual group creation, randomized creation generated by the LMS, or self-selection of group membership.

If you or the LMS are assigning group leaders, what will be the leaders' role or task(s)?

When naming groups: be specific about the group type and include your course name; specific names are quicker for students to recognize from their Groups tab, as illustrated below, with the second group name (credit to Ryan Banow of GMCTL for this tip).

To explore additional ideas about discussions, see Setting Up Discussions, Managing and Facilitating Discussions and Grading Discussions in Canvas.
Other resources
Boettcher, J. (2019 April). Four types of discussion forums in online courses. Designing for Learning. Retrieved from http://designingforlearning.info/four-types-of-discussion-forums-in-online-courses/

Grogan, G. (2005). The design of online discussions to achieve good learning results. Retrieved from www.elearningeuropa.info/index.php?page=doc&doc_id=6713&doclng=6&menuzone=1

Hailu, M., Pan, J., Mackey, J., & Arend, B. (2017). Turning good intentions into good teaching: Five common principles for culturally responsive pedagogy. In Garcia-Perez, G. M. & Roja-Primus, C. (Eds.) Promoting intercultural communication competencies in higher education. (p. 20-53). Hershey, PA: IGI Global.

North Online Learning. (n.d.). How to prepare and moderate discussions for online learning. Retrieved from https://teachonline.ca/sites/default/files/tools-trends/downloads/how_to_prepare_and_moderate_online_discussions.pdf

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Creating Discussions in Canvas to Support Student Learning

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The technical creation of a discussion in Canvas is relatively straightforward and intuitive. What requires deeper initial consideration is how using the discussion tool will support student learning. Here, we look at the necessary planning for setting up purposeful discussions, then the post that follows, we'll go through the technical aspects of discussion set-up.

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Setting up discussions to support student learning

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Setting up discussions to support student learning

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This is the second post in a series of four about using discussions in Canvas to support student learning.

Discussions can be set up from within a module, or from the Discussions index page found by clicking on the Discussions link in the course navigation menu on the left of the course screen.

Choose 'Discussions' as the option for adding one within a module, or click on the +Discussion button on the Discussions Index page, top right of the screen, as below.

First, choose a title that is clear and indicative of the discussion's focus and then give explicit directions for posting. Consider including the following in your instructions in the Rich Content Editor text box:

Be specific about the learning goal(s) for the particular discussion

Guide students on how they participate (frequency, word length, supporting arguments , citing and references)

Explain the types of posts students can make, since Canvas allows for multiple formats: text, audio or video (uploaded, or student created within Canvas), links, embedding YouTube videos

Give a reminder of the availability of the discussion and due dates for initial posts and replies

Although Canvas includes the point value for graded discussions below the title in a module, and at the top of the discussion instructions, a statement about the value or weighting of discussions in the course, at least for an initial graded discussion, can be helpful. There is little denying that earning marks motivates most students to engage.

For an initial discussion, exemplar posts and comments either within the instructions or as sample posts are usually appreciated by students to guide (but not prescribe) their posts.

A reminder of norms set by your students for online etiquette and/or a link to USask's netiquette guide, Norms for Remote Learning; suggest they begin each reply to a peer with a thank you and acknowledgement of their post. Provide a link to agreed-upon norms with subsequent discussions. You may choose to set norms as a class.

For a first discussion, point out how the students post their reply by clicking on and then to share their post.

Options for set-up include:

Attaching a rubric to guide student responses and for grading purposes (Grading Discussions in Canvas, explains using a rubric for grading in Canvas)

Allowing threaded replies, so you and students can trace who responded to which post

Users must post before seeing replies (to encourage independent thought); once a student posts, they can see all other posts in that discussion

Enable a podcast feed (be innovative - and let us know how this goes in the Comments section!)

Graded - when chosen, leads to other decisions about point value (an important part of weighting if used in the Gradebook), showing as percentages, and assignment type - also a factor for Gradebook calculations

Allow liking (choices include 'likes' as an option for everyone or just graders in the course; liking pushes posts and replies upward in the posts - and could be used as a hopping off point for further discussions/lectures/debates

Add to student-to-do list - to remind students of a due date on their Dashboard

Groups - assign smaller groups, previously created in the People page, having enough members per group to develop a quality discussion, while being small enough to encourage participation from all members, allowing room for everyone's voice

Finally, availability and due date can be set. In asynchronous discussions, allow at least two to three days for initial posts and another couple of days for replies, especially if multiple replies are desired - or required for grading purposes. This time range give students time to read and think - and will help discourage 11 th hour posts.

Any posts made after a due date shows as 'late.' Students can view any published discussions throughout the course dates, however, cannot comment on discussions after the availability date has passed.

The Discussions index page is an efficient way to view all discussions for the course, organized by Pinned Discussions (placed there according to instructor preference), Discussions (which move to the top of the category by most recent post) and Closed for Comments (those whose availability date has passed).

Using these hints for setting up a discussion in Canvas should allow you to create spaces where students can share their ideas, learn from other students, and from you.
You'll want to think about:

How many discussions (graded and ungraded) will be included in the course?

Will all graded discussions be required? Or will students have choice (i.e. - do 3/5)?

If using a holistic approach for grading discussions (an overall performance mark for multiple discussions), how will you provide some feedback to students earlier on in the course?

Will you have students submit self-assessments of discussion participation to highlight their work and growth? If so, a self-assessment rubric shared with them early in the course can guide them.

If self-assessments be used, how heavily will the students' decision on a mark figure into their discussion mark (25%, 50%, 100%)? Generally, students tend to mark themselves harder than we would as instructors.

How often will you be checking on discussions and interacting with students? Inform students about your plan, as they'll be watching for your presence.

For more on discussions, see the blog posts Managing and Facilitating Discussions and Grading Discussions in Canvas.

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This is the second post in a series of four about using discussions in Canvas to support student learning. Discussions can be set up from within a module, or from the Discussions index page found by clicking on the Discussions link in the course navigation menu on the left of the course screen.

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This is the third post in a series of four about using discussions in Canvas to support student learning.

Once you've settled on why and how discussions will be used in your course and have set up the initial discussion(s) and specific guidelines for posting, let students know your plan for how you or a TA will be moderating the posts.

Your involvement in discussions, especially initial ones, is vital for guiding the direction for learning - reading, commenting, encouraging, and sometimes redirecting the conversation, helps foster consistent and substantive dialogue between students and with you.

Considerations around your involvement, dependent on the types and number of discussions held during the term, include:

How much will you be present in the discussions with comments, questions and resources?

When will you be checking in on the discussions (daily, twice a week, other)?

Will you be present in ungraded discussions, such as those created for resource sharing?

How do your decisions translate into time commitments per week - or over the term?

Strategies and Questions for Students

Prepare students to post and reply in substantive ways with clear instructions, exemplars, and suggested strategies and questions* to help explore their peers' posts.

Strategies to suggest to students:

Aim to get others thinking with a clear and purposeful post, making one main point (extremely long posts are less likely to be read by peers); consider including an open-ended question

Propose a new way of looking at the topic/issue

When replying, include a quotation from the original message or reading to provide context

Acknowledge other contributor(s) where appropriate

Check back to see if others have responded (Subscribe to a discussion in Canvas)

Remember, you are allowed to change your stance based on new information

Create a new thread in the discussion if a new direction has evolved

Example questions to suggest students use when replying to posts:

What reason(s) do you have for saying that?

How do you define the term ___________?

What does that expression mean?

What criteria did you use to make that conclusion?

What do you think would happen if _________?

(* Centre for Teaching Excellence, University of Waterloo)

Encouraging quality discussions:

If you've decided to grade each discussion, develop a rubric with criteria for desired evidence of student learning in their posts, and attach it to each discussion in Canvas. How to Make an Effective Rubric can help in building the rubric you want. Students can then open the rubric and view it in tandem with the discussion prompt, and you can use the rubric in Speedgrader. Supplement the criteria students find challenging to understand with exemplars.

Alternately, if you are using a more holistic approach to grading discussions over the term, a reminder of criteria can be included with discussions (checklist or rubric), however the rubric would not be used to grade each discussion in Speedgrader.

If quantity of posts is part of the assessment, but you'd like more emphasis on the quality of the posts, specific explanation and an example of what constitutes critical analysis, for example, can help students to improve their contributions- and thus improve your time spent assessing, and reduce time giving feedback on non-substantive posts. (When you come across a post that is outstanding, ask the student for permission to use it as an exemplar for future classes and save a copy of it for easy access.)

Consider variety in response formats from students, inviting slides or video responses for example, rather than a written format. You may find the quality of responses is elevated by giving students more choice (and perhaps they will have more fun in responding)!

Other ideas for managing discussions:

Think about having students take on leadership roles in facilitating some discussions. In Canvas, group leaders can be manually or automatically assigned to each group. Leaders are denoted by an icon and student's name which appears beside the group name on the People page, as below. The icon also shows beside the student's name in the list of students within each group. Leader status can be changed manually by the instructor at any time within the group list on the People page.

Depending on the class level, you can provide the question(s) or prompts for the discussion and guidelines to the leaders about facilitating, then have the group leader reply to posts and summarize key points when the discussion closes. Leaders' summaries are then shared across the class. Co- leaders could take on and split the tasks as well. This approach provides opportunities for students to learn soft skills, gives students a glimpse into what other groups discussed. Your presence will still be appreciated in the discussions, however time spent commenting and summarizing can be substantially reduced.

Have students submit a participation portfolio which places responsibility on them to highlight their best posts, gives them choice, encourages reflection on their contributions to the forum, and streamlines your grading process by freeing you from constant participation tracking. This option is especially appealing if discussion participation is weighted quite heavily (> 20 %) in your course.

Consider reducing the number of discussions in the course, if the reading and assessing of posts is feeling overwhelming, since the quality of posts takes priority over volume.

When we're back in the classroom, you may want to think about the time you invested in honing discussions in remote delivery and what was valuable about the experience for you and students. Maybe your Canvas course can house a place for discussion between meeting up in class.

The final post in this series is Grading Discussions in Canvas.
Resources I've found helpful
Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Clarke, L. W., & Kinne, L. (2012). More Than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs. Journal of Digital Learning in Teacher Education, 29(1), 4-13.

Herman, J. H., & Burzotta Nilson, L. (2018). Creating engaging discussions: Strategies for avoiding crickets in any size classroom and online. Stylus Publishing.

Lieberman, M. (2019 Mar 27). Discussion boards: Valuable? Overused? Discuss. InsideHigherEd. https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: Perceptions of students and academics, Assessment & Evaluation in Higher Education, 42(2), 266-288, https://doi.org/10.1080/02602938.2015.1103365

Simon, E. (2018, Nov 21). 10 Tips for Effective Online Discussions. Educase. https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions

Solan, A. M., & Linardopoulos, N. (2011). Development, implementation, and evaluation of a grading rubric for online discussions. Journal of Online Teaching and Learning, 7(4). Retrieved from https://jolt.merlot.org/vol7no4/linardopoulos_1211.htm

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Managing and Facilitating Discussions in Canvas

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This is the third post in a series of four about using discussions in Canvas to support student learning. Once you've settled on why and how discussions will be used in your course and have set up the initial discussion(s) and specific guidelines for posting, let students know your plan for how you or a TA will be moderating the posts.

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You've set up and run your first graded discussion in Canvas - and the volume of posts seems a bit daunting. Now it's time to assess the individual student contributions against the defined criteria, and get results out to them before the next discussion goes up.
Here are some tips for grading discussions, using tools in Canvas to assist with the task.

Canvas automatically marks posts as 'read' when you scroll down the page (changing the green dot left of the post to white). This function might interfere with keeping track of what you've read, and be a time waster if you have to backtrack through posts automatically marked as read that you didn't actually read. You can choose to 'Manually mark posts as read' by navigating to the Discussions Index page and clicking on the gear pictured here.

On the discussion page you wish to grade, choose SpeedGrader in Options (grey box, three dots) which will sort individual student posts into one column, from that discussion only. If you want to pop back to the discussion to see a student's replies in context, a link to view the full discussion is at the top of the summary. The video Canvas Speedgrader gives a brief overview of navigating through this tool.

If you created groups for a discussion, you can also access their discussion through their group's home page menu, and proceed to SpeedGrader via Options (grey box, three dots)

Comments on the posts can be made in text, audio or video, all composed within SpeedGrader. Video comments might be especially appropriate if the students' posts and replies were video responses. Once you have the knack of doing video comments, you may find them quicker to compose than typed text. Also, video comments are just one more way for you to 'be present' for students in remote delivery.

If you invested time in building a good rubric for discussions, the reward comes not just in alignment with learning outcomes and student understanding of requirements, but also in minimizing grading bias. In addition, the ranking you choose for each criterion should reduce the number of comments needed to communicate to students what they did well and where they can improve.
Using Your Rubric in SpeedGrader:

View the rubric in Speedgrader alongside an individual student's posts and use it to calculate the grade by clicking on the rankings, shown above at [1]. The Canvas guide for using rubrics in SpeedGrader walks you through the process.

Override rating numbers by entering a number manually in the Points (Pts) box [2]. If you find yourself overriding the rating number consistently, think about adjusting the ratings to a number range for the next discussion, or adding a rating level or two, to your criteria.

You can enter text comments for any criterion in the rubric by clicking on the comment icon. [3] Additional comments (text, audio or video) are entered below the rubric.

Rubrics in Canvas can be used for multiple discussions; however, if you want to make modifications to a rubric each time, you need to make a copy and edit that copy while setting up a new discussion.

To mitigate your marking load and invite students into a self-assessment and reflective process, consider developing a self-assessment rubric for students and sharing it with them early in the course. An Assignment for submission of the rubric can be created and their self-assessment grade reviewed and then entered into the Gradebook by you or a TA.

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You've set up and run your first graded discussion in Canvas - and the volume of posts seems a bit daunting. Now it's time to assess the individual student contributions against the defined criteria, and get results out to them before the next discussion goes up.

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Canvas guide

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When creating an assignment, you can require students to complete a peer review of another student's work. Learn more about peer review assignments.

For peer reviews, you can manually assign peer reviews or choose to have Canvas automatically assign peer reviews for you. You can also choose to allow students to see other students' names in peer reviews or make them anonymous. When anonymous peer reviews are enabled, instructors and TAs can still view the names of student reviewers in SpeedGrader and in the student submission page. However, if anonymous grading is enabled in SpeedGrader, the names of both students will be hidden in SpeedGrader but not in the student submission page.

To complete the peer review, students are required to leave at least one comment. If you include a rubric, they are only required to complete the rubric.

Notes:

To learn how assignment and peer review due dates appear in a student's To Do list, view the Peer Review Tips PDF.

Peer reviews cannot be used with External Tool assignments.

Students can see peer review comments if assignment grades are hidden. However, students cannot see instructor comments until after assignment grades have been posted.

Instructors cannot edit or delete student peer review comments.

Open Assignments

In Course Navigation, click the Assignments link.

Add Assignment

Click the Add Assignment button.

Add Assignment Details

Select Submission Type

In the Submission Type drop-down menu [1], select your preferredsubmission type [2].

Note: The External Tool submission type does not support peer review assignments.

Select Online Entry Options

Select the checkboxes for the types of online entries allowed in the assignment.

Add Group Assignment

Peer reviews can be used with group assignments. If you want to create a group assignment, click the This is a Group Assignment checkbox.

Require Peer Reviews

Click the Require Peer Reviews checkbox [1]. By default, peer reviews are assigned manually [2].

If you want to assign peer reviews automatically, select the Automatically Assign radio button [3].

Note: Peer reviews must be manually assigned for On Paper and No Submission assignment types.

Automatically Assign Peer Reviews

If you automatically assign peer reviews, the menu displays additional options. In the Reviews Per User field [1], enter the number of reviews each student will be required to complete.

In the Assign Reviews field [2], use the calendar icon to select a date or manually enter the date for student peer reviews to be assigned. The Assign date must come on or after the assignment due date. If left blank, Canvas will use the assignment due date.

Assign Group Assignment Intra-Group Peer Reviews

In group assignments, you also have the option to allow intra-group peer reviews.

Peer reviews require a student to review an individual submission by another student. However, group assignment submissions are made by one group member on behalf of the entire group, and all group members have the same submission.

By default, the Allow intra-group peer reviews checkbox is not selected, which means Canvas will filter out members of the same group when automatically assigning the reviews.

To allow Canvas to assign a peer review to a student from within the student's own group, select the Allow intra-group peer review checkbox.

Assign Anonymous Peer Reviews

If you want to make peer reviews anonymous, check the Peer Reviews Appear Anonymously checkbox.

Note: Canvas DocViewer does not support anonymous comments, so it cannot be used for annotated feedback on assignments with anonymous peer reviews.

Save and Publish Assignment

If you are ready to publish your assignment, click the Save & Publish button [1]. If you want to create a draft of your assignment and publish it later, click the Save button [2].

When your assignment is saved in a draft state, you can return to the page and publish it at any time by clicking the Publish button.

View Published Assignment

View published assignment.

You can also attach a rubric to the assignment for students to fill out when completing peer reviews. To add a rubric to the assignment, click the Add Rubric button.

If you find a typo or outdated info, or have a suggestion to improve this guide, please share your feedback

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How do I create a peer review assignment?

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When creating an assignment, you can require students to complete a peer review of another student's work. Learn more about peer review assignments. For peer reviews, you can manually assign peer reviews or choose to have Canvas automatically assign peer reviews for you. You can also choose to allow...

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Canvas guide

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When creating a discussion, you can require students to comment and provide feedback of another student's work.
Peer reviews can only be created with graded discussions and do not have an anonymous option.
For peer reviews, you can choose to manually assign peer reviews or automatically assign peer reviews. To complete the peer review, students are required to leave at least one comment. If you include a rubric, they are only required to complete the rubric.

Note: To learn how graded discussion and peer review due dates appear in a student's To Do list, view the Peer Review Tips PDF.

Assign Peer Reviews

Determine if you are going to manually assign peer reviews [1] or automatically assign peer reviews [2]. Select the radio button next to the option you prefer.

Automatically Assign Peer Reviews

If you automatically assign peer reviews, the menu will expand. In the Reviews Per User field [1], enter the number of reviews each student will be required to complete. In the Assign Reviews field [2], use the calendar icon to select a date or manually enter a date for when peer reviews will be assigned to students.

Note: If automatically assigning peer reviews, the assign reviews date must come after the discussion due date. If left blank, Canvas will use the discussion due date as the peer review assign date.

Save and Publish

If you are ready to publish your discussion, click the Save & Publish button [1]. If you want to create a draft of your discussion and publish it later, click the Save button [2].

When your discussion is saved in a draft state, you can return to the page and publish it at any time by clicking the Publish button.

View Published Discussion

View the published discussion.

You can also attach a rubric to the discussion for students to fill out when completing peer reviews. To add a rubric to the graded discussion, click the Options icon [1] then click the Add Rubric link [2].

If you find a typo or outdated info, or have a suggestion to improve this guide, please share your feedback

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How do I create a peer review discussion?

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When creating a discussion, you can require students to comment and provide feedback of another student's work. Peer reviews can only be created with graded discussions and do not have an anonymous option. For peer reviews, you can choose to manually assign peer reviews or automatically assign peer...

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Canvas guide

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You can use posting policies in the Gradebook to manage assignment grade visibility for students. Posted grades are visible to students in your course. Hidden grades are visible to you in the course gradebook, but students cannot see them.

Posting policies can be set for an entire course and/or individual assignments. Assignment-level posting policies will override the course-level posting policy for that assignment. When a posting policy is set to automatic, grades are manually posted to students when they are entered. When a posting policy is set to manual, grades must be manually posted to students using the Post grades option before they can be viewed.

Posted grades can also be hidden using the Hide grades option. The Hide grades option only hides grades that are currently visible to students. In order to ensure all future assignment grades are hidden, you will need to use a manual posting policy for the assignment or course.

Note: It is recommended that you set course and assignment posting policies before entering grades.

View Posting Policies Flowchart

This flowchart outlines how posting policies work for instructors in their courses. You should select a course posting policy based on your general grade posting preference. You can then set posting policies for individual assignments as needed.

You can also hide previously posted grades, especially if you need to fix errors or if grades were posted erroneously.

When students have set grade notification preferences, they will receive notifications when grades are posted, as indicated in the flowchart.

You can also view this flowchart as an interactive PDF.

Set a Course Posting Policy

By default, Canvas courses have an Automatic posting policy [1]. Assignment grades are visible to students as soon as grades are entered in the gradebook or submitted in SpeedGrader.

Alternatively, you can select a Manual posting policy for your course [2]. Assignment grades are hidden from students until manually posted. Students can see peer review comments when assignment grades are hidden. However, students can only see instructor comments if the instructor posts grades or submission comments.

Learn how to select a course posting policy.

Set an Assignment Posting Policy

You can also select grade posting policies for individual assignments. When you set an individual assignment posting policy, the course posting policy is overridden for that assignment.

For example, if you use an Automatic course posting policy, you may wish to hide assignment grades for a specific assignment until all submissions are graded. You can set a Manual posting policy for the assignment, and grades will remain hidden from student view until you manually post them in your course.

Learn how to select an assignment posting policy.

Hide Posted Grades

If you need to hide grades that have already posted for students to view, you can Hide Grades in the gradebook. Hiding grades only affects grades that were previously entered.

Learn about hiding assignment grades. Learn about hiding grades for an assignment from SpeedGrader.
Notes:

When you hide grades, the assignment retains its posting policy. If you add assignment grades for additional students to an assignment with an automatic posting policy, those grades display for students.

After hiding grades, if you want to hide additional student grades for the assignment, set the assignment posting policy to Manual.

View Gradebook Posting Policy Icons

Assignments with a manual posting policy display a Manual label [1].When you enter grades for manual posting policy assignments, the gradebook displays a Visibility icon [2]. Students cannot see their assignment grade until you post them. Additionally, when an assignment grade is hidden for a student, the Total column displays a Visibility icon [3].

Student View

When assignment grades are hidden, the student grades page displays a Visibility icon. Posted grades display in place of the icon.

If you have a suggestion to improve this guide, or if you want to recommend corrections, please share your feedback

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How do I use posting policies in a course?

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You can use posting policies in the Gradebook to manage assignment grade visibility for students. Posted grades are visible to students in your course. Hidden grades are visible to you in the course gradebook, but students cannot see them. Posting policies can be set for an entire course and/or indi...

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A selection of videos

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Videos you create and videos shared with you will appear here. Record your first video by clicking "Create" at the top of the page.

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Videos you create and videos shared with you will appear here. Record your first video by clicking "Create" at the top of the page. Videos created by you and others in your organization will appear here. You can create videos by clicking "Create" at the top of the page.

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Blog post

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Once students start completing quizzes and assignments in your course, you may start wondering how students access this feedback. You may also be wondering if you need to do anything to release the feedback. You may also wondering, to be frank, about a lot of things.

Grade Posting Policy for an Individual Assignment

By default, feedback, comments, and grades in Canvas are automatically shared with students as soon as they are generated. This means that as soon as you grade an individual student's submission, these details will become visible to them. Students may even receive an email notification about this, depending on their notification settings. If you want to keep all of this hidden until you have finished grading all of the students, you will need to manually hide it. This can be a bit complicated to do as you can't hide grades in SpeedGrader until grades exist. Your best way to hide grades for an individual assignment is to go to Grades, navigate to the assignment column, click on the three dots beside the name, and click Grade Posting Policy. Here you will be able to switch to Manually post the grades. Once you complete grading, come back here and post the grades.

Grade Posting Policy for the Course

If you know that you will always want to keep feedback, comments, and grades hidden until you manually release them, you can change the default course Grade Posting Policy. Here's a guide to that: How do I select a grade posting policy for a course in the Gradebook?

Grade Posting Policy for a Quiz

These same grade posting policies apply for quizzes. If you leave do not change the grade posting policy to manually, students will be able to immediately see their score after submitting the quiz. This is the case even if you have chosen to not "Let Students See Their Quiz Responses" in the quiz settings ( see this post for more details). You likely have a personal preference for one way or the other.

One important caution is that if your quiz contains any manually graded questions, students will see a total quiz score that is allocating a zero for all of the manually graded questions until they have been graded. This may frighten your students! In these cases, it'd be better to keep the quiz grades hidden until all of the questions have been graded.

Student Access to their Grades

Once grades are posted (either automatically or manually), they become visible to students when they navigate to the assignment or quiz. They also become visible with Grades. When students go to Grades, their view looks similar to the image below. An individual student will only see their own grades. If you have Assignment Groups set up, students will see the weighting [1] and their score so far on that group [2]. To see their feedback and comments on each assignment or quiz, they click on the name.

Student Access to the Grade Distribution

By default, students have access to box-and-whisker plots of the class's grade distribution on assignments. If you prefer to keep this hidden, here's a guide: How do I hide grade distribution scoring details from students?

Student Access to their Total Course Grade

Another default setting is for students to have access to their Total course grade in Grades. This can be helpful for students to track how they are doing and allows them to use the What-If Grades function to predict their grade and set goals for assignment grades. Luckily, this is only available to students in you have set up weighted Assignment Groups because if you had not, the Total score could be meaningless. If you would prefer to keep the Total hidden, here's a guide: How do I hide totals in my students' grade summaries?

For help with these options and settings, please access Canvas Help within the global navigation menu on the left-hand side of Canvas. If you are experiencing technical issues, the first line of support is Canvas Help and then itsupport@usask.ca.

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Once students start completing quizzes and assignments in your course, you may start wondering how students access this feedback. You may also be wondering if you need to do anything to release the feedback. You may also wondering, to be frank, about a lot of things.

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Effective and efficient marking using Speedgrader

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Effective and efficient marking using Speedgrader

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Video

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Canvas: How can I make marking more efficient and effective? (accurate as of July 15, 2020)

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Additional training

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The Gwenna Moss Centre for Teaching and Learning (GMCTL) offers a selection of sessions and experiences focused on developing specific skills and knowledge relevant to roles as a Teaching Assistant (TA).

You can select and be recognized for the sessions and experiences that are most relevant to you, including experiences on marking effectively; lesson planning; facilitating labs, problem-set tutorials, or seminars; and more.

As part of the TA Success Series (described below), we offer TA Success Day(s). These sessions are focused on developing specific skills and knowledge relevant to working as a Teaching Assistant (TA). Topics include: marking effectively; lesson planning; and facilitating labs, problem-set tutorials, and seminars. Attendance is recognized on the co-curricular record when you attend three or more sessions.

TA Success Day(s) regularly take place in early September and early January. Registration will open approximately one month in advance.

Fall 2021: September 7-9

Schedule of Events

Coming Soon

You can select and be recognized for the sessions and experiences that are most relevant to you, including experiences on marking effectively; lesson planning; facilitating labs, problem-set tutorials, or seminars; and more.

How to take part: If you are interested in taking part and being recognized for participating in the complete TA Success Series, register by emailing sara.dzaman@usask.ca. Please include your NSID.
Registration is ongoing.

Recognition: Your attendance, participation, and completion of each element will be recognized on your Co-Curricular Record.

Timeline: All activities should be completed within approximately one academic year. The activities are able to be completed in as little as 2 months.

For more information contact:
Gwenna Moss Centre for Teaching and Learning

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The Gwenna Moss Centre for Teaching and Learning (GMCTL) offers a selection of sessions and experiences focused on developing specific skills and knowledge relevant to roles as a Teaching Assistant (TA). You can select and be recognized for the sessions and experiences that are most relevant to you, including experiences on marking effectively; lesson planning; facilitating labs, problem-set tutorials, or seminars; and more.

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Student blog

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" When integrated across a student's entire degree program, an ePortfolio allows [student's] to exit with a thoughtfully-compiled collection of their best work, a timeline of their growth and development as a learner, and a showcase of who they are as a professional and scholar in their field."

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Linked in Learning

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Course details

Learning management systems have revolutionized the way educators and corporate trainers are able to provide instruction. With an online platform, instructors and students can communicate, collaborate, share and access resources, submit assignments, and give feedback at any time. With online learning more important than ever, learning how to take advantage of all a learning management system has to offer is now a vital part of providing instruction. In this course, Oliver Schinkten explores how to set up and use Canvas, a leading LMS used by institutions and instructors around the globe. Oliver shows how to set up a class, work with students, teach online, and discusses best practices for leveraging Canvas for student success. He also covers grading, adding assignments, student communication, and adding multimedia. If you're looking to enhance the online component of your classes, this course is for you.

Instructor

Oliver Schinkten

Staff Instructor, Business & Education at LinkedIn Learning Teacher, Learner, Game-Changer

Oliver Schinkten is a national speaker, consultant, writer, and video trainer.

He is an expert in learning and teaching, specializing in supporting educators as they work to empower their students.

As a learning facilitator passionate about education reform and revolutionizing education, Oliver believes in providing every student with a real-life, relevant, engaging, and personalized education in which they learn how to learn, develop character and integrity, and get inspired to become lifelong learners and world changers.

He is the founder of AssistEd Shift and ComPassion Based Learning, as well as a cofounder of the Communities program at Oshkosh North High School.

See more See less

Skills covered in this course

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Learning Canvas Online Class | LinkedIn Learning, formerly Lynda.com

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Learning management systems have revolutionized the way educators and corporate trainers are able to provide instruction. With an online platform, instructors and students can communicate, collaborate, share and access resources, submit assignments, and give feedback at any time.

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Find answers to questions

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Learn how to use Canvas by viewing the Canvas guides and asking questions of your fellow Canvas Community members.

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University Library

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Welcome to the University of Saskatchewan's learning tutorial on Academic Integrity.

We acknowledge that we are on Treaty Territory and the Homeland of the Métis. We pay our respect to the First Nations and Métis ancestors of this place and reaffirm our relationship with one another.

This tutorial will introduce you to the concept of academic integrity, which is a cornerstone of all the work you will do at university. The International Centre for Academic Integrity proposes six core values to help guide your work, ensuring that it is fair and honest and received in good faith. These core values [honesty, trust, fairness, respect, responsibility and courage] provide an important foundation for the learning you will do and for the fair assessment of the work you produce.

While every University of Saskatchewan college and discipline contribute to the academic community differently, they all share the same set of values for academic integrity. These values are echoed in the Learning Charter and include

Being able to locate, understand, evaluate and use information effectively, ethically, legally and with cultural appropriateness.

Developing and applying appropriate skills of research, inquiry and knowledge creation and translation.

Embracing responsibilities to oneself and others in ways that are authentic and meaningful.

At the end of the tutorial, you should have a better understanding of your responsibilities regarding all academic work, your rights if suspected of misconduct and the procedures in place to help you, and the supports and services available to ensure you succeed within the larger scholarly community.

There are three modules, each concluding with a brief multiple-choice quiz. You may take these quizzes as often as you like to evaluate your understanding of academic integrity.

Module 1 is about academic integrity and the values associated with it.

Module 2 is about students' rights and responsibilities and the university's policies that govern academic misconduct.

Module 3 is about developing the academic skills that help to prevent academic misconduct.

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Welcome - Academic Integrity Tutorial - Research Guides at University of Saskatchewan

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Welcome to the University of Saskatchewan's learning tutorial on Academic Integrity. We acknowledge that we are on Treaty Territory and the Homeland of the Métis. We pay our respect to the First Nations and Métis ancestors of this place and reaffirm our relationship with one another.