Grade Book Categories and Items

In this step, decide if ungraded are treated.

Steps to Setting Up Your Grade Book Complete the Grades Setup Wizard. Create grades categories to group similar assessment items. Create grade items. Create assessments and link to the grade book.

Best practice:

If the quiz consists solely of questions that can be reliably auto-graded (e.g. multiple choice, True/False, etc.), there are no issues with result accuracy if you publish the students’ scores upon submission (the default setting). However, auto-publish is not recommended if there are any questions in the quiz which require students to type answers as these will require review (e.g. short answer, fill-in-the blank, etc.) or manual grading (written response).  Unclick the box Auto-publish attempt results immediately upon completion if there are any quiz questions requiring typed answers. Synchronize to Grade Book If you linked the quiz to your grade book, make sure you select the option to Synchronize to grade book on publish or you will need to manually push the scores to the grade book.

Specify how many questions the students will see on each page of the quiz using the Paging drop-down in the Timing & Display tab. Decide on the number of questions to display per page and whether or not you will allow them to navigate backwards to previous pages.

Recap: Availability Window Versus Time Limit

The default is for quizzes to be auto-submitted for grading once the time limit has been reached. Synchronous Versus Asynchronous Time Limits Whether an instructor wants to use a synchronous or asynchronous time limit depends on whether the quiz is designed to have a synchronous start for all students or not. The default setting is asynchronous, but this can be changed by clicking the Timer Settings button.

To connect a quiz to the grade book, go to the Grade Out Of settings, click on the drop-down for the Grade Book association, and select Edit or Link to Existing. On the pop-up screen, click the radio button Link to an existing grade item and select the grade item for this quiz from the dropdown. Then click OK.

Go to Course Materials > Content > Upload/Create > New Quiz   Best practice: We recommend creating quizzes directly in Content. Why? When you create a quiz via the Manage Quizzes page, students will only be able to access the quiz through the Tools menu in your course navbar. The quiz will not be visible in the content area of your course page unless you add it to a module/submodule using the existing activities menu.

Now that you’ve have a bank of questions, you’re ready to create a quiz with the appropriate settings and import your sections.   Please contact EdTech if you need help with more advanced Question Library options, or with help creating a quiz, or any other support needs.

It’s important to understand that the Question Library stores questions separately from the quizzes in D2L Brightspace. Questions are not automatically copied to the Question Library when they are imported to or created in a quiz. Therefore, it’s a good idea to import any questions to the Question Library if they are not already there so that you have a backup in case a quiz is deleted. Step 1 Click on the name of the section or subsection to which you would like to import the questions. Step 2 Click Import > Browse Existing Questions. Step 3 Change the Source to the quiz you would like to import the questions from. Step 4 The list of questions will appear on the page. Check the box next to the questions or sections you would like to import, or check the box at the top to select them all. Step 5 Click Import when you have finished selecting your questions. Step 6 Repeat steps 1-5 until you have finished copying your quiz questions into the Question Library. Step 7 Check to make sure that the sections and questions are organized in the Question Library as you would like them and move sections/questions as needed. > Done Editing Questions

In this guide, you will find information on Benefits of Using the Question Library: Understand the advantages of organizing and reusing questions. Accessing the Question Library: Learn how to navigate to the Question Library in Brightspace. Creating Sections: Steps to add sections and subsections for better question organization. Creating New Questions: Instructions on how to create various types of questions. Importing Questions from an Existing Quiz: How to transfer questions from a quiz to the Question Library. Importing Questions from Another Course’s Question Library: Guide on using Import/Export/Copy Components. Setting Up a Quiz: How to import questions from the Question Library into a quiz.

Use Cases for Checklists

Adding Checklists to Content Modules

IMPORTANT! Checklists need to be added to a relevant module in Course Materials from Existing Activities. Why? When a checklist is created, it is not visible to students unless it is added to Course Materials > Content. Follow the instructions below to add a Checklist to Course Materials.

Asynchronous discussions – how and why Effective Practices for Teaching with Online Discussions Facilitating Discussions in D2L Online Discussions: Tips for Instructors Online Discussions: Tips for Students Online Discussion Questions That Work

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Navigate to Course Materials > Content. From the Table of Contents, select the module where you’d like to add the Discussion. Click Upload/Create > New Discussion if you are creating a new discussion. If your Discussion already exists, you can click Existing Activities > Discussion and select the Forum/Topic you wish to add.

In Gradebook will be selected by default, meaning a new assignment grade item will be added to your gradebook. If you have set up categories in the gradebook, you will be able to select it from the Grade Category dropdown menu. Edit or Link to Existing allows you to link your assignment to a grade item you have already added to your gradebook. If you have already created a grade item for your assignment, you can select it from the drop-down menu. Not in Gradebook – Choose this option if you do not want your assignment to appear in the gradebook. Reset to Ungraded – If you do not want to create a graded assignment, you can reset to ungraded using this option.

To create an assignment in Brightspace:

Visibility Settings for Discussions Setting visibility conditions is an effective way of closing a conversation while allowing users to refer back to threads. Consider setting the Topic to “Visible with submission restricted” after the End Date, and then pinning a summary thread of your own within the Topic so that it appears at the top of the list for viewers. Visible with access restricted: The forum or topic is visible to learners before or after the start or end date, but they cannot access it. Visible with submission restricted: The forum or topic is visible to learners before or after the start or end date and they can access it, but they cannot post new threads or replies. This effectively makes a discussion read-only outside of the availability dates. Hidden: The forum or topic is hidden from learners until the start or end date. Calendar events for Availability Start and Availability End are hidden until the start or end date. Notifications are also not sent until the start or end date. Add availability dates to Calendar: Add the start date and end date of your discussion to the course Calendar. To access the visibility options for a discussion forum: Go to the forum’s Restrictions tab. Click the box next to Has Start Date and/or Has End Date. Set a Start and/or End date. To access the visibility options for a discussion topic: Go to the Availability Dates and Conditions menu for the discussion. Set the Start and/or End Date. Click Visible with access restricted.

Brightspace Date Terminology Due date indicates when an activity or topic is expected to be submitted or completed. Due dates do not prevent access or submission. Items that are completed or submitted after the due date, such as quizzes or assignments, will be marked as late in Brightspace. Most content with a due date will automatically appear in the calendar and students will receive notifications regarding approaching deadlines in Brightspace. Availability refers to the window of access. Availability allows the instructor to open and close access with Start and End dates. Start date opens access to content, activities, or assignment submissions. End date is applicable to both topics and activities, including Discussions, Assignments, and Quizzes, and serves as a firm deadline. Once this deadline has lapsed, the topic or activity becomes inaccessible to students. There is no provision for late submissions after the end date has passed. While this ensures strict adherence to deadlines, it may pose challenges for students with valid reasons for late submissions, such as technical issues or extenuating circumstances. Exceptions can be made for specific students through the ‘Special Access’ option. Special access sets conditions to open access to certain students outside the specified dates. Special access is set by the instructor when needed. Hide from Users hides content or activities from students until the box is unchecked. An Availability Start date does not override the Hide from Users option. Display to calendar is a check box that, when selected, pushes items to the calendar.

Visibility Settings for Assignment Submission Folders Visible with access-restricted (before start / after end). The assignment will be visible to learners before the Start Date or after the End Date, but they cannot click or open it. Learners can see the name, dates, and restrictions but cannot see the assignment description or attachments. Visible with submission-restricted (before start / after end). The assignment will be visible to learners before the Start Date or after the End Date, and they can click or open it, but they cannot submit or mark it as complete. Learners can see all details about the assignment, including description, attachments, and rubrics, but they cannot upload files, enter comments, or mark the assignment as complete (for observed in person / on paper submission). Hidden (before start / after end). The assignment is hidden from learners until the start date is reached or after the end date passes. Learners cannot see the assignment anywhere, including corresponding Calendar events and Notifications. Add availability dates to Calendar: Add the start date and end date of your assignment to the course Calendar. To access the visibility options for an assignment: Go to the Availability Dates and Conditions menu for the assignment submission folder. Set the Start and/or End Date. Click Visible with access restricted.

Did you know?

Answers to your questions

1. Open the Upload / Create menu and select Create a File

Learn how to use Brightspace features and tools to increase the accessibility of your content.

Learn how to set up a Brightspace survey. Learn how to create checklist to support students’ progress through a module or assignment. Learn how to create a survey or formative quiz using Microsoft Forms. Learn how to embed resources, like Microsoft Forms quizzes and Padlet activities in a Brightspace webpage.

Ensure adequate lighting.

When recording audio, such as narration or voiceover: Ensure there is no background noise. Use a dedicated microphone (not a built-in laptop microphone) when possible.

With group types 2 and 3 (Groups of #/# of Groups), not keeping “Randomize users in groups” selected in the advanced properties means students will be assigned to groups in order of the classlist. With group types 4, 5, and 6 (all types of Self Enrolment) you can set a period for enrolment; after the enrolment date, you can choose to have any unenrolled users automatically assigned to a group.

Enrolment Types with Description # of Groups – No Auto Enrolments – set the number of groups and manually assign students Groups of # – set the group capacity, i.e. “groups of 4” # of Groups – set a group limit, i.e. “7 groups total” Groups of # – Self Enrolment – set the group capacity and allow students to self-enrol # of Groups – Self Enrolment – set the total number of groups and allow students to self-enrol # of Groups, Capacity of # – Self Enrolment – set the group capacity and number of groups and allow students to self-enrol Single user, member-specific groups – set up groups of 1   Notes on Group Types: The maximum number of students per individual group is 200. Depending on which enrolment type you select, you will have additional fields to fill in, such as the number of groups, the number of users and other enrolment-related options. Single user groups: this option can be used if you want to give students a personal space to journal that can only be accessed by the student and the instructor. Users can belong to multiple groups within the same course but cannot self-enrol in more than one group in the same category. ”Restrict Enrolments To” will not be an available option in most situations, with the exception of a combined course that has more than one section. In that case, you can create groups that are restricted by section.

An Auditory Processing Disorder. Visual impairments and may not be able to see class material. Persistent and temporary physical disabilities affecting dexterity or motor control. Cognitive disabilities impacting learning, processing speed, maintaining focus, sustaining attention, memory, or social interaction (e.g. Autism Spectrum Disorder). Dysgraphia or dyslexia. Persistent illness. Disability impacting their stamina. Mental health.

Click here for instructions on using Equatio in Quizzes or Assignments.

Click here for Equatio

Extended Time for Assessments is an accommodation approved by disability experts based on medical documentation. This accommodation may be required if a student’s disability requires them to use additional time to: Read questions. Formulate responses. Record or otherwise demonstrate their answer. Attend to medical needs related to their disability. In addition to evaluating what a student knows, timed assessments evaluate extraneous skills such as: Concentration. Sitting for extended periods. Reading and writing speed. The imposition of those peripheral competences may hinder the student’s ability to demonstrate what they know about the assessment material. Extended Time is approved to compensate students for the time they use to cope with their disability symptoms or functional limitations, ensuring they have equitable time to demonstrate their knowledge and understanding.

Next step: Creating a quiz and importing the questions from the Question Library.

Save

Enter the required and optional fields for your selected question type, which may include one or more of the following: Question Text. Points. For certain question types the default value is 1 point. Answers. Enter the answer for auto-graded multiple choice questions, or select true or false for auto-graded true or false questions.

Once you have created a section in your Question Library, you can create a subsection to further organize your quiz questions.

Give the section a meaningful name > Save

Why? Quiz questions stored in the Question Library can be re-used in multiple quizzes.

https://youtu.be/B-SFKZ1Xl7o?si=iGhGVxJUdGSKqQpg

Entering Grades

subtitles

Best practice: choose the system that best aligns with your course learning outcomes and evaluation methods.

Complete the Grades Setup Wizard

My Tools

In addition to marks, plan how you will provide feedback on graded items. Consider using rubrics, comments, and other feedback tools to give constructive and meaningful feedback.

removes

to simplify the creation and management of your course grade book.

course grade book

Useful alt text is important. Knowing when to mark a graphic as decorative is equally important. The first step is to understand graphics fall into 1 of 3 categories: Active Informative Decorative An active graphic performs an action, such as opening a link or activating a button. Informative graphics contribute meaning or information, such as graphs, diagrams, or photos. Decorative graphics only have aesthetic value and do not contribute any meaningful information. Additionally, a graphic becomes decorative if the information in the visual element is available in another format such as a figure caption or adjacent text. Use images and text to support and reinforce each other to make content more accessible and easier for all to understand. Mark decorative images with built-in tools (often a checkbox labelled “mark image as decorative” or similar) or with alt=“” in HTML markup.

Figure captions Figure captions are a label or description written under or beside a visual. Figure captions will benefit all users by clearly identifying the image, its purpose, and its relation to the rest of the material. Figure captions can include links to more information or who to contact for more information. Text alternative For especially long descriptions, a text equivalent is recommended. For example, express a flowchart in text with headings and/or lists. Considering adding text adjacent to the image. Using text and images together is an effective method to reinforce important information and emphasize key points. If an equivalent description is available in adjacent text there is no need for alt text. If adding a text description adjacent to the image is not feasible, provide the long description at the bottom of the page or in an appendix. Make reference to the location of the description in the alt text or provide a link to the description in the figure caption. Equivalent Data For visual data, such as a chart, include type, relevant labels, and a brief summary. Include and link to or reference a table of the data used to generate the data visualization. Use the alt text to make reference to the available table data, such as alt=”See table 3 for chart data.” Use a figure caption to reference and link to equivalent data. Express image information using headings and lists where appropriate. A best educational practice is to use images to reinforce information. Try to present information in text and add images to supplement and highlight key points and processes. By doing that, you may not need to describe complex images as the information is already provided in text format.

dianethompson; jpodcaster; katcheung; sbonham;

Attach a rubric

if applicable.

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Please contact EdTech if you need help with more advanced Assignment Submission Folder options, or with help creating groups, release conditions, Special Access, or any other support needs.

Step 1: Navigate to Course Materials > Content. NOTE: You can also access the assignment tool through the Tools menu. When you create an assignment via Tools, students will only be able to access the assignment through the Tools menu in your course navbar. The assignment will not be visible in the content area of your course page unless you add it to a module/submodule using the existing activities menu.

To create an assignment submission folder in Brightspace

Please note that Brightspace does not support direct uploads of rubrics from Excel or other tabular formats.

university faculty who teach Indigenous studies, still overwhelmingly believe that ICRs have the potential to help settler Canadians gain greater understanding of Indigenous-Canada relations

Many Indigenous respondents argued that this approach can be used to transform existing academic institutions into universities governed on treaty principles.

change will be bottom-up, not top-down

academy’s deeply colonial history, respondents identified the university as an important site of resurgence, and one that will become more important if indigenization took a more decolonial path.

Education, nursing, and social work

Best possible outcome: an academic system which is sufficiently cognizant of the nature of social power and oppression to not repeat the horrors of the past.Most likely outcome: an annual intercultural powwow.

National Indian Brotherhood’s Indian Control over Indian Education (1972) developed as a response to Canadian assimilation policies that used educational institutions as a weapon of cultural destruction

These senior administrative positions are the shepherds of university structures, who build and maintain them, they are also in many ways those who have the time to push for, and ultimately institute systematic changes needed to address Indigenous inclusion in the academy

script out or jot down a few bullet points ahead of recording the video.

Service Dog Etiquette