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Quizzes for the Multimodal Course
From trivia games to final exams, quizzing tools have a variety of uses for learning as well as assessment. Exams and quizzes have a particularly plentiful range of possibilities in a multimodal or hybrid course, where they can be administered synchronously or asynchronously. Research suggests that the presentation of a tool influences student behavior in response to the tool. In comparing two student discussion boards, one an ungraded discussion and one a graded replacement for a final exam, Cheng et al. (2013) found that students displayed more knowledge on the graded board, but more evidence of learning on the ungraded board. The students who participated in the study were more likely to grapple with new ideas when the stakes were low, but more eager to showcase topics they were confident about when their responses would have a greater impact on their grades. When considering quizzing tools, then, we recommend allowing your course goals to guide your usage.
Five Need-To-Know Rubric Grading Tips
Rubrics provide a framework for students, helping them submit stronger assignments while decreasing confusion as they write and create. While leveraging Canvas to provide clear, efficient, and consistent access to rubric, take a minute to learn a few settings, saving yourself valuable time and a possible headache.
Two-Stage Extensions: When a Canvas Quiz Has Limited Attempts and an Availability Date
When a Canvas quiz has a limited number of attempts and an availability date, there are two sets of actions instructors usually need to take to provide a student with an additional attempt or extension on the quiz. First, the instructor will need to add a new quiz attempt for the student. Second, if the availability date has passed or is about to pass, they will need to extend the availability of the quiz. This short guide will walk you through both stages of the process.
Offering Extensions in Canvas
Due dates are a useful pedagogical tool. They help students keep pace to complete the course, populate the To-Do List and Calendar with reminders for both instructors and students, and allow Canvas to work more predictably and efficiently, among other benefits. However, there inevitably come times when a student needs a different time frame than the standard allotment to complete work. This guide will help walk through the considerations needed to extend the due date on an assignment. (Note: Extending the due date of an assignment, discussion, or quiz is different than adding additional attempts at the work. For more information on adding attempts, see the Envision piece Two-Stage Extensions: When a Canvas Quiz Has Limited Attempts and an Availability Date.)
Clear and Quick: The Why and How of Rubrics
Rubrics provide students with insight into their performance and mastery of learning outcomes, providing clarity on how grades are assigned and teaching students how to tailor their work. For instructors, rubrics take the guesswork out of deciding how to grade, saving valuable time.
Rubrics as a Tool to Support Equity and Inclusion
While student populations have become increasingly diverse, many groups, including first-generation, non-native English speakers, and individuals with disabilities, still face barriers and bias that can derail their success in college (Super et al., 2020). Traditional grading practices—including penalties for late work, writing in dialects other than standard English, and even plagiarism— are prone to bias and only perpetuate disparities, the research says (Feldman, 2019; Savini, 2021).
Editing Links and Rubrics from Other Courses
Situations may present themselves in which links or rubrics from another course can be useful in a current course. Should this occur, rubrics from other courses can be uploaded into another course. To successfully insert a previously built rubric, please follow the following steps.
Rubric Best Practices Guide
When used effectively, rubrics facilitate clear and consistent assessment, enhancing the learning experience for both students and instructors. In the online classroom environment, where students do not have the frequent, physical access that a traditional classroom provides, rubrics can provide the added benefit of increasing student engagement with course material and clarifying an instructor's expectations (Keengwe, Adjei-Boateng, & Diteeyont, as cited in Haught, Ahern, & Ruberg, 2017). In fact, according to Martin & Bolliger (2018), online learners have reported that grading rubrics are highly important for learner-to-instructor engagement. For instructors, too, rubrics simplify the grading process, promoting consistency across students and terms. Eliminating the guesswork from grade determination, well-designed rubrics can save professors precious time and energy.
Student Support in a Multimodal Course
Multimodal courses allow for exciting opportunities in course content and activities but can be, by design, less flexible than asynchronous courses and less predictable than synchronous courses. These opportunities thus come with needs for additional logistical support and flexibility, as students need both to be able to take advantage of the opportunities of synchrony and asynchrony equitably. How can you best support students in a multimodal course, providing guidance through multiple forms of interaction? This piece gives insight into what kinds of support benefit students in multimodal courses and how to provide them. We’ll end with five quick tips for supporting students that apply to almost any multimodal course.
Multimodal Models
Designing a successful multimodal course means, at each step of the process, considering what each format does well—structuring the course such that each piece of content, each activity, each interaction uses the most effective delivery method available. But what does that look like in practice? This piece describes three approaches to structuring a multimodal course. In each model, asynchronous and synchronous time complement one another and further module and course objectives. Where the models differ is in the relative importance of asynchronous activities in enabling students to complete synchronous activities and vice versa.