This badge represents the skilled use of Canvas features to provide learners with a range of options to demonstrate competence and reflect on their learning. (ISTE Standard 7a)
To earn this 0.25 credit badge you will submit one type of evidence from the list below to demonstrate your effective use of Canvas tools to create, administer, and review assignments for learners. You will also complete a short written or video reflective analysis. Click Earn This Badge to learn more!
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
To receive this badge, an educator must be using Canvas to enhance or transform the assignment experience. Evidence of how Canvas is bringing additional functionality to the process must be present. Fully articulated directions and resources must provide clarity and enrichment for students.
Assignments: You can create assignments on the Assignments page. You can create an assignment shell, which is a placeholder for an assignment within an assignment group, or you can create an entire assignment with all the assignment details at the same time.
Peer Review: A peer review assignment enables students to provide feedback on another student's assignment submission. Peer reviews are a tool that allows communication between students and can help students master the concepts of a course and learn from each other. Peer reviews can be assigned to show student names or display anonymously.
Submission Types: Canvas has four assignment submission types. They are listed under the "Edit" function for each assignment: No Submission, Online, On Paper, External Tool.
Availability Date: In addition to setting a due date for an assignment, instructors can specify a specific date range when students can submit the assignment. These dates are called availability dates. These dates are optional and can be set depending how you want to manage the assignment.
Group Assignment: You can create a group assignment by using the Group Assignment checkbox. Canvas uses group sets to assign group assignments, and each group within the group set that is assigned to the assignment is required to complete the assignment. When creating or editing a group assignment, you can assign an assignment to specific groups. You can also set different due dates and availability dates for a group within an assignment that is assigned to the rest of the class.
Assignment Groups: Using Assignment Groups allows you to organize the assignments in your course.
Rubrics: You can add a rubric to an assignment to help students understand expectations for the assignment and how you intend to score their submissions. Occasionally, rubrics are added to assignments when you have an outcome inside of the rubric that you would like to use for alignment purposes. In addition to assignments, rubrics can also be added to graded discussions and quizzes. Rubrics can be added by finding an existing rubric in one of your courses, or by creating a new rubric.
Speedgrader: SpeedGrader makes it easy to evaluate individual student assignments and group assignments quickly. SpeedGrader displays assignment submissions for active students in your course. However, SpeedGrader displays assignment submissions according to the current Gradebook settings for inactive enrollments and concluded enrollments. For instance, if the Gradebook settings show inactive enrollments, inactive student submissions also appear in SpeedGrader. You can access SpeedGrader through: Assignments, Quizzes, Graded Discussions, and the Gradebook.
External Tool : Canvas, like many LMSs, supports loading external resources inline using the IMS LTI standard. These tools can be configured on a course or account level, and can be added to course modules or used to create custom assignments (see the LTI Outcomes service for more information on that). Canvas supports some additional integration points using LTI to offer a more integrated experience and to allow for more customization of the Canvas product, even in a cloud environment. This is accomplished by configuring additional settings on external tools used inside of Canvas.
As a teacher looks to collect information about his or her students’ learning, Canvas Assignments or Discussions may be great options. To demonstrate consistency of effective Assignment/Discussion use in the classroom, a teacher may choose to submit evidence for this badge after having used several Canvas Assignments/Discussions with their students. This is an opportunity to show proficiency with Canvas’ powerful Assignment/Discussion features and demonstrate effective use in the classroom.
Student Work: Submit samples of learner work that demonstrate your effective use of Canvas. These must include samples of at least three Canvas Assignments/Discussions you have created (including set up details), along with at least 3 learner submissions, and any feedback given to the learner. This may include screenshots, images, or document examples. Please be sure to annotate or provide appropriate descriptions as needed.
Unit Plan: Submit a unit plan of your design that includes at least three Canvas Assignments/Discussions used a various points throughout instruction. This unit plan should demonstrate how you set up and create the Canvas assignment/discussion and include content with in the learning. Include examples of student submissions and feedback given.
Web Site: Submit a link/invitation to a Canvas course or module of your design. This course/module should include at least three Assignments/Discussions, student submissions, and show feedback given to the students.
Screencast: Submit a 3-5 minute narrated screencast demonstrating your effective use of Canvas Assignments/Discussions in your practice. This screencast should include examples of at least three Assignments/Discussions, descriptions of set up, student submissions, and feedback given.
Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent use of different Canvas assignment tools.
Candidates are required to make evidence submission(s).
Criterion 1: Evidence includes examples of at least 3 assignment items in Canvas including at least 1 Canvas Assignment and 1 Canvas Discussion. The remaining item may be either an additional Assignment or Discussion. Submission items must show evidence of use with students.
Criterion 2: Evidence demonstrates knowledge of and proficiency with using multiple aspects of Canvas Assignments including, but not limited to, multiple submission types, rubrics, peer reviews, group assignments/discussions, due dates, grading, and feedback (text, comments, media, etc.).
Criterion 3: All Canvas Assignment or Discussion items must include well-articulated directions, instructions, and/or expectations that could stand alone if needed (absent students, independent learning, etc.). Appropriate resources, links, documents, or templates are also included.
Describe how the use of Canvas Assignments and Discussions has enhanced or transformed the way you check for understanding of your learning objectives throughout the learning process.
Discuss what aspects of a Canvas Assignment or Discussion lead to the best examples of acceptable evidence that learners have met your learning objectives.
Discuss what next steps do you plan to take as you continue to improve the way you use Canvas Assignments or Discussions in your practice.
Criterion 1: Reflection provides examples of how Canvas Assignments and Discussions have improved their abilities to check for learner understanding throughout instruction. Reflection shares specific examples of better snapshots of learning, improved feedback loops, more authentic assessments, and/or multiple representations of learning.
Criterion 2: Reflection discusses the features of a Canvas assignment that most support the meeting of learning objectives. Expected features may include the use of multiple submissions types, peer reviews, group assignments, links to content/resources, feedback, and/or rubrics.
Criterion 3: Reflection explains areas where improvement can still be made with Canvas Assignments or Discussions. Possible areas may include more consistent use of Canvas Assignments and Discussions, increased use of rubrics, additional opportunities for peer review or group assignments/discussions, or looking toward Canvas Quizzes or external tool submissions.
Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, 2nd Edition by Connie M. Moss and Susan M. Brookhart Find it on Amazon.com Formative assessment is a continual process in the classroom. Moss and Brookhart provide the pedagogical background necessary to use any tool to assessment student learning. This knowledge will help a teachers make the right choices when creating assignments or discussions in Canvas.
Understanding by Design, 2nd Edition by Grant Wiggins and Jay McTighe Find it on Amazon.com The Backward Design (UbD) Model framework created by Wiggins and McTighe reorders the components of the traditional lesson design model so that student outcomes are better supported and realized. Determining acceptable evidence of student learning is essential to the learning process and provide a basis for creating pedagogically sound assignments and discussions in Canvas.