Canvas Assessment
This microcredential represents effective and consistent use of Canvas's assessment tools to provide a range of ways for students to demonstrate competency and reflect on their learning, and for educators to assess student learning progress and needs.
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Utah Effective Teaching Standards > Standard 1: Learners and Learning
Element 1: Personalizing Learning - Designing learning that builds on background knowledge while providing opportunities for each student to access, practice and refine new learning. -
Utah Effective Teaching Standards > Standard 1: Learners and Learning
Element 3: Respecting Learner Backgrounds and - Demonstrating respect for each learner and exhibiting actions consistent with recognizing learners’ diverse backgrounds and perspectives as assets to the classroom community. -
Utah Effective Teaching Standards > Standard 3: Instructional Practice
Element 2: Assessment Practices - Critically analyzing evidence from both formative and summative assessments to inform and adjust instruction and provide feedback to students to support learning and growth. -
Utah Effective Teaching Standards > Standard 3: Instructional Practice
Element 4: Innovation and Technology - Intentionally selecting the use of technological and non-technological tools to enhance and deepen student learning, encourage creativity and innovation in learning and facilitate students’ appropriate use of available tools and resources to achieve desired student outcomes.
To earn this 0.5 USBE credit microcredential you will submit two evidence items to demonstrate your use of Canvas assessment tools to support learning. You will also submit a reflection. Click the Earn This Microcredential button for more information.
Educators completing this microcredential demonstrate their use of different features in Canvas to provide alternative ways for learners to demonstrate competency and reflect on their learning. Microcredential earners will demonstrate they know how to use different types of assessments and assessment tools to assess knowledge in a variety of ways. Microcredential earners also demonstrate that they can use assessment data to inform future instruction and identify student needs such as concepts that needs to be re-taught, students who need extra practice, and/or students that can move on to new concepts.
Canvas’ older quiz platform, also know as Quizzes Legacy, accessed through the Quizzes tab in a course. Classic Quizzes can be migrated to New Quizzes.
New Quizzes:Canvas’ updated quiz platform, also known as Quizzes.next, accessed through the Quizzes tab in a course. New Quizzes functions through a Canvas LTI and provides functions different than Classic Quizzes such as a wider variety of question types, such as hotspots, categorization, ordering, and question stimulus.
Gradebook:Database used to monitor student progress in the class.
Item Bank:A bank of quiz questions in Canvas that can be used in quizzes.
External Tool:In assignments, teachers can utilize various External Tools for students to submit an assessment. Some possible External Tools include Google/Microsoft cloud assignments, Nearpod, Lucid Chart, Lucid Press, and MasteryConnect. Depending on your district, you may have access to different options.
Learning Mastery Gradebook:A branch of the gradebook where teachers and students can track student mastery over time. In Canvas, you must first setup outcomes you want to track. Then add the outcomes to rubrics that are attached to assignments.
Learning Outcomes:Also known as learning standards. In Canvas, teachers can tie learning outcomes to each rubric or question type in quizzes to monitor student’s proficiency on the standards over time.
LTIs:Learning Tool Interoperability, programs/digital tools that communicate internally with Canvas often providing student work samples, assessment scores, or other feedback to educators inside Canvas Speedgrader.
Migrate:Canvas gives the ability for users to convert their Classic Quizzes to New Quizzes. Question types that are the same will transfer over seamlessly. Some question types will convert to a different question type in New Quizzes. At present, question banks do not transfer over to New Quizzes.
Moderate:Teachers have the ability to monitor their students’ quizzes when they want to monitor their scores, number of attempts, and so forth.
New Analytics:New Analytics is an LTI installed at the account level that allows a course instructor to track average course grades using an interactive graph, view student page views and participation, send messages to students based on specific course grade or participation criteria, and more.
Quiz Statistics:A tool found in Classic Quizzes that allows a course instructor to view details on student quiz performance, including score averages and distribution, breakdown by question, and discrimination Index by question.
Rubric:A scoring guide used to evaluate student’s work. It gives direction to the student for the end product of an assignment. In Canvas, teachers can add rubrics to every type of assignment or assessment type. Rubrics may also be used to score Learning Outcomes.
Lower Elementary Scenario A team of lower grade elementary teachers wants to track their class assessment data in Canvas. They create digital copies of the assessments they orally administer (and usually track on paper) in Canvas quizzes and/or as assignment rubrics to be graded in Speedgrader. When students are assessed one-on-one or in small groups, students sign into their Canvas course and the teachers are able to record the student responses in Canvas. The teachers also give students opportunities to show what they know by recording themselves in Flipgrid. This also gives students the chance to interact with and learn from each other. As the year progresses and students become more comfortable with using Canvas, the teachers start building assessments the students can self-navigate utilizing features such as question narration, hot-spot questions, and drag and drop.
Upper Elementary Scenario A 3rd grade teacher who uses Canvas as a tool in their classroom has been wanting to redesign their classroom materials, specifically assessment types, so students will be more engaged and self-directed in the course. They begin to incorporate discussions, a variety of external tools, and New Quizzes as forms of assessment. Students are able to interact more with their classmates and the assessments themselves, as well as evaluate their own learning goals.
Secondary Scenario A high school biology teacher who uses Canvas as a tool in their classroom has been wanting to redesign their classroom materials, specifically assessment types, so students will be more self-directed and engaged in the course. They begin to incorporate discussions, a variety of external tools, and New Quizzes as forms of assessment. Students are able to interact more with their classmates and the assessments themselves, as well as evaluate their own learning goals. By providing students with a variety of options for expressing their learning, the teacher is able to accommodate for different learning styles and provide a more authentic learning experience. When students are allowed to retake quizzes, the teacher’s use of question banks provides students with new opportunities to demonstrate understanding without simply using “guess and check” to get a higher score. Students are also able to get specific, personalized feedback from the teacher through the use of rubrics and comments. Students track their progress and growth over time through the teacher’s use of rubric Learning Outcomes and the Learning Mastery gradebook.
Category: Preparation and Planning
Submit the evidence option below to demonstrate your effective preparation and planning to use assessment features in Canvas.
Submit a unit plan of your design that you have used as a part of instruction. Your unit plan must include various types of assessments in Canvas for learners to demonstrate their understanding and provide opportunities for self-reflection. Your unit plan must incorporate a variety of assessment types in Canvas to allow for knowledge demonstration in different ways and modalities and should include (1) Canvas quizzes, (2) Canvas quiz item banks, (3) External Tool submission assignments, and (4) use of data from assessments to inform future instruction.
In a separate section of the unit plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective and consistent implementation of Canvas Assessment features to support learning.
Submit a 3-5 minute narrated screencast demonstrating your effective use of Canvas to assess students. The screencast must demonstrate your effective use of (1) Canvas quizzes, including one or more quizzes that utilize at least five different question types, (2) Canvas quiz item banks, (3) External Tool assignment submissions, and (4) use of data for teacher and students to track learning progress.
Be sure to follow your district/charter guidelines for student privacy.
Submit learner work samples of each of the assessment types below. Be sure that all identifiable student information is anonymized. The samples must demonstrate your effective use of (1) Canvas quizzes, including one or more quizzes that utilize at least five different question types, (2) Canvas quiz item banks, (3) External Tool assignment submissions, and (4) use of data for teacher and students to track learner progress.
Be sure to follow your district/charter guidelines for student privacy.
Submit pre- and post-instructional Canvas data demonstrating growth from your learners. Include a description (written or video) outlining each of the following: (1) How you used Canvas quizzes, item banks, and/or external tools to collect data to monitor learning. (2) How learners were able to self-reflect on their own progress in Canvas. (3) How you used the data you collected to inform your instruction.
Be sure to follow your district/charter guidelines for student privacy.
Review Criteria
Criterion 1: The evidence demonstrates effective use of assessment tools in Canvas to provide students a variety of ways (at least 5) to demonstrate learning, such as quizzes that utilize multiple question types, item/question banks, alternate submission types (text, audio/video recordings, file uploads, etc.), discussions, interacting with LTI’s or external tool submissions, etc.
Criterion 2: The evidence demonstrates effective use of Canvas tools to provide students with opportunities to self-monitor their learning progress, self-assess, and/or reflect on feedback.
Criterion 3: The evidence demonstrates the educator's effective use of the data from Canvas assessments to inform future instruction.
Describe how you use Canvas to create various assessments that allow students to effectively demonstrate their knowledge.
Describe how learners in your courses benefit from the opportunity to self-reflect and track their learning progress over time.
Describe your plans to strengthen your assessment practices in the future, including the use of various assessments and data sources.
Review Criteria
Criterion 1: The reflective analysis demonstrates effective use of a variety of Canvas tools for learner assessment.
Criterion 2: The reflective analysis demonstrates effective application of Canvas tools for use of learner assessment data to inform future instruction.
Criterion 3: The reflective analysis demonstrates understanding of benefits to students when given the opportunity and means to self-reflect on their learning progress in Canvas.
https://community.canvaslms.com/docs/DOC-10460#jive_content_id_Quizzes
Canvas Guides website that provides teachers with support on using Quizzes in Canvas.
Canvas Instructor Guide - External Tools (LTI)
https://community.canvaslms.com/docs/DOC-10460#jive_content_id_External_Apps_LTI
Canvas Guides website that provides teachers with support on using External Tools (LTI) in Canvas. Depending on your district/school your ability to add different apps may be restricted.
Canvas Instructor Guide – What is New Quizzes?
https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-is-New-Quizzes/ta-p/17
Canvas Guides website that provides teachers with support on using Quizzes.next in Canvas.
Canvas Guides: New Analytics Overview
https://community.canvaslms.com/t5/Video-Guide/New-Analytics-Overview-Instructor/ta-p/384336
Canvas Tutorial Video Series on how to access and use the New Analytics features in Canvas.
Canvas Assessment and Analytics - Self-Paced Course
https://dsd.instructure.com/enroll/DYDHL7
Use the self-enroll link to begin working on this self-paced, asynchronous course.
In Canvas, you will find that there are many different ways to assess student learning. In this course, you will learn how to access, create, assign, moderate, and grade assessments. You will discover how to attach learning outcomes and rubrics to assignments. You will also learn how to provide effective feedback on assessments.
Canvas Basics: Getting Started - Self-Paced Course
https://dsd.instructure.com/enroll/E4GAFF
Use the self-enroll link to get started on this self-paced, asynchronous course.
This course is designed to help you become familiar with Canvas Course Navigation, Course Settings, Inbox and Calendar. This course will help you with your course set up. To get started click on the Course Overview button below.
Grading in Canvas for Elementary
https://dsd.instructure.com/enroll/CX4FGF
This course is designed to help you learn how to maximize the potential of Canvas' Gradebook and grading options. There are seven modules: Setting Up Gradebook Preferences, Using Rubrics, Variety of Assessments, Quality of Feedback, Assessment Data, Gradebook, and Student Reflection.
Use the self-enroll link to get started on this asynchronous, self-paced course.
Grading in Canvas for Secondary
https://dsd.instructure.com/enroll/3HRPDH
This course is designed to help you learn how to maximize the potential of Canvas' Gradebook and grading options. There are four modules: Setting up the Gradebook, Using the Gradebook, Providing Feedback, and Using Assessment Data. We hope that this course enriches your teaching and your students' learning.
This course will aid you in proficiency when it comes to course design for your Canvas courses. You can either complete the course in its entirety, or choose to utilize modules that are specific to your needs.
Use the self-enroll link to get started on this asynchronous, self-paced course.
Canvas Assignments - Self-Paced Course
https://dsd.instructure.com/enroll/X8CHWL
Use the self-enroll link to get started on this asynchronous, self-paced course.
In this course, you will find information on all elements of assignment creation. Each module is designed to provide examples of each element that can be utilized in an assignment. Remember to create assignments with students in mind. Consider click paths as you create your assignments. The fewer clicks required to complete an assignment, the more likely they will engage and complete tasks.
Jeffrey Agnello
Paula Almenar
Anna Bessesen
Carli Brown
Valerie Burgoyne
Robert Frank
Jessica George
Fausto Guerrero
Laura Harris
Iain Harvey
Madison Hoffman
Alyssa Horton
Maximilian Keller
Celia Larson
Lorena Lesue
David Ludwig
Carly Maloney
Katie Mayer
Natalie Niederhauser
Richard Valdez
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807