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Speaker 1: OTAN, Outreach and Technical Assistance Network.

Dana Thompson: Welcome. And this is also one of my favorite because I think using rubrics really, really helps not only communicating expectations to our students so that they know exactly what they're supposed to do, it brings in clarity and transparency, but it also helps the instructor make sure that the grading is consistent. And it really helps with when you're going through not bringing in those unintentional biases where you're looking at the student rather than the work. So there are some really great benefits to rubrics and outcomes.

So we are going to have an opportunity to put some of them in practice if you want to have your own Canvas course open. But if you just want to watch today, that's fine too. So there's my contact information. And today is specifically on rubrics and outcomes. And one of the things that if you don't walk away with anything else today, please know that in order to use outcomes, you have to use rubrics but it's not the other way around. You can use rubrics without outcomes.

But being in adult ed, I think the outcomes are really powerful because we want our students to know if they're learning mastery of the skills that we're teaching and the concepts and not necessarily whether they're getting an A, B or C. So that shift in thinking from a letter grade or a percentage in order to be doing OK, somebody can be approaching mastery and still be doing very well or somebody can approach or can be at mastery and if they forget to turn in an assignment, then they're getting a low grade. So I really like using the outcomes at our adult level, our adult learning level. So we're going to go over how to bring in some of your CTE standards.

So there are two versions of outcomes. So when you log into your Canvas course, and I'm going to bring over my Canvas view if I can get all of these other things out of the way. So here is a Canvas course, and let me fit it in the window. On the side, we have our navigation for the course itself. And one of the items on your navigation is rubrics. No, I'm sorry, we're doing outcomes.

So when you click on outcomes, if yours looks like mine, then you have the new feature options turned on. So it doesn't mean that you don't have outcomes if you don't see this, it just means that it's a little bit, it's like version one and version two. You can still do everything in version one. It just looks prettier version two, a little bit more intuitive. But I'm going to give you a minute to go into your Canvas even if you're watching today.

Go into a Canvas course, click on outcomes, and let me know if you see this view. On the slides here, I show this is the view that I have on the right. Yours might look more like the one on the left, and that means that you have the older version, version one. And so I do want to know if we have anybody in version one so that when I do some demonstration I can talk you through if it's different than in version two. So I'm going to pause and let you look at that and you can just let us know in the chat if you have version one or version two. The old version or the new version.

Speaker 2: So is version one on the right?

Dana Thompson: Version one is on the left. So this is the old version. Oops, sorry. And the one on the right is the new version.

Speaker 2: Let me see. It look--

Dana Thompson: Thank you, Crystal. Version two, Austin, thank you. And version N. Good. So it looks like most of us are in the new version, which is great. Austin, you have your hand up?

Speaker 2: Oh, yeah, so for this, you just mentioned earlier that you have to have rubrics in order to-- or set of rubric in order to do outcome.

Dana Thompson: Correct.

Speaker 2: OK.

Dana Thompson: I'm going to show you how to do that.

Speaker 2: Yeah. So and I'm having a little bit of trouble because I already have some rubrics attached to some assignments. But for whatever reason, they're not popping up for the students to see, and I wanted them to see those.

Dana Thompson: Got it. OK, so we'll take a look at all of those. So if I don't, just remind me. We're going to start with outcomes and then we'll go into the rubrics. Perfect.

So we know that most of what I'm going to talk about today will be on the version two side. But if you come to-- I'm going to-- sorry if this is just messing up all of your views. If I come into a new tab and I come-- actually, it's easier if I bring in my Canvas course. So let me do that.

So looking at the Canvas shell, in your global navigation when you come down to the help, yours might look a little bit different than mine but you can always go to our VCOE or the Canvas help guide. Mine says VCOE but when you come down here to search the Canvas guides, that's going to take you out to common questions out on Canvas. So I'm going to click on that. It's going to open up a new window.

And in here, this is where I can scroll down and they redid this, so sometimes I have to find what I'm looking for. So I'm going to read the guides. Wow, they really redid it. Don't you hate when they do that? OK, I'm an instructor.

Speaker 3: They just totally redid it.

Dana Thompson: I know.

Speaker 3: Uploaded it like an hour ago for you.

Dana Thompson: Them and Google and they always do that. But in the instructor guide, you have a link to all of these items over here. And if I come over to outcomes, this is where you can get a lot of those screenshots and instructions and how to use an outcome, how to create an outcome. So I do recommend that if you are working on this and you can't remember, this is the first place you should go to.

So I'm actually going to put this in the chat in case you want to bookmark it so you don't have to go through what I just went through.

Speaker 2: OK so just if I lose it or whatever it's, the help to search the guides to instructors and then find outcomes, right?

Dana Thompson: Right and then or whatever you're looking for, it has everything in here. This is their online manual. So coming back here to my outcomes. So we're using our new outcomes for today. And outcomes are the way that you can use Canvas to measure and track mastery and proficiency in your course, which means that you don't have to do that cognitive lift, you can let Canvas kind of track your students and visually show you where they are in their path to mastery.

So this can be based on the CTE standards, it can be based on an outcome that you put in for your course specifically. But you can combine them so that you're all tracking the CTE standard and an outcome that you might want to have. But it does track that student progress. It helps you identify who might be at risk because they're not progressing towards mastery, they're kind of stuck in that approaching or not there yet. And so that it will provide you information to reach out to them individually.

And so with outcomes you can create, again, these course level outcomes or you can import root level outcomes. And that's something that you would talk to your Canvas admin about to see if they have created any outcomes at the root level. Some of our admins will pull in the state standards so that you don't have to do that and you can import them in. But that's every district is different, every Canvas admin is different.

And again, our outcomes need to be attached to rubrics in order to track that learning mastery, so I'm going to show you how to do that. And you can have your outcomes count towards the overall points in the grade book or not, but it will still track in the learning mastery gradebook. So I'm going to show you the difference between those two as well.

So we're going to manage our outcomes in that outcomes link in our Canvas course. That's your outcomes page. And this is where you can create an outcome, you can manage outcomes that may already be in there. You can create groups to keep them together and organized. And you can import outcomes from the root level of your Canvas instance, and you can manage rubrics here as well. So we're going to take a look at those.

But first, I want to kind of explain how outcomes are calculated because like I said with grading, it's a point scale. Typically in 90% to 100% would be an A. 80% to 90% would be a B. But with outcomes, we're tracking mastery. So it's going to be on a point scale of 1 to 4 or 1 to 5 depending on your district or your classes.

But there's four ways that we can assess mastery. So a weighted average, which is the default, that will take an average of all the items that have that outcome attached to it. So unlike the grade book where it's a point that just impacts the total grade, the outcome can be attached to specific assignments and only factor the scores in those assignments.

So if you're assessing their communication skills, you attach an outcome, and it will only provide mastery information towards that communication skill. But if you have an assignment that does communication skills and organizational skills, you can have two outcomes on there, and it will track both of them.

So with the weighted average, it will take any assignment, graded quiz, or graded discussion that has an outcome attached to the rubric that's attached to that item, and it will average all of them. But at the same time, that most recent submission will get a higher weight in the average. So if you have four assignments, the first three, assignment one, two, and three will be averaged at a 35% and then the last most recent assignment will get 65% to make that 100%. So it's giving you an overall view of how they're progressing towards that outcome rather than just a numbered score.

You could change it so that it's n, number of times. And this is one that you would choose if you know that you're going to give them say five times to do this assessment or assignment, and it requires them to complete it all five times or they can do more if you let them do more. And it's going to take all of their submissions, all of their scores and the submissions, and they have to-- so if you gave them five times to attempt this assignment, you're going to say out of these five times they have to attempt it, they must meet mastery at least twice. So two out of five.

Once they've hit that number two, they don't have to continue taking if they have more tries left. But that way, it has the repetition and the iteration so that they can come in and practice it. And as soon as they've hit that mastery the number of times you want them to, then they can move on.

The other one is the most recent score. So regardless of what they-- they could have gotten 100% a week ago and you're reassessing them and they get a 50%, their most recent score is what's kept in that learning outcomes tally or the highest score. So you give them three times and they score the highest on the middle time, so it will keep that one.

So there are four different ways, and you can choose this on each outcome. If that outcome is attached to five different assignments, it's going to be weighted the same on all five assignments. So the way that you weight an outcome is tied to the outcome not to the assignment. So it'll make more sense when I show it to you.

So we're going to give this a try. So I'm going to come over here to my Canvas course. And so I'm in my Canvas course, I'm looking at my outcomes. And I'm going to make this just a little bit wider so it's easier to see. So again, I'm in the updated version. And so when I'm on this manage tab, you can see that I have outcome groups. The name of my course is Canvas training 2024. So within my course, I actually have an outcome group called 3.0 career planning and communication.

And when I click on that group, I have this 3.0 career planning and management outcomes. It has two sub outcomes in it, 3.1 and 3.2. Now, you might ask where did I get those? And I got those from the CTE.

And I'm going to put this link in here. This is where you can find your CTE model curriculum standards. If you don't have them already, they're also on the OTAN site. But when I scroll down here, I'm actually looking at the agriculture and natural resources. But you can find your industry sector in here, and it will look very similar. But this will pull up our CTE model curriculum standards for agriculture and natural resources.

And I came down here to 3.0 career planning and management. So that's my main standard. And this standard is assessing our students on how they integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans.

So within this main standard, we have sub standards. And so here's 3.1 and here's 3.2. So knowing that these are the standards for say the course that I'm teaching, this is what I'm going to pull into Canvas. This is a copy and paste process here. But some standards are in a spreadsheet format, and you can import those.

And again, on our instructor guides, if you are somebody who wants to take that on once you've gotten used to it, you can come in here and how do I import outcomes from a course? Will give you the instructions on how you can import from a CSV file or an Excel spreadsheet. But we don't have time for me to cover all of that today, so I'm going to show you the easy way in my mind on how we're going to copy and paste in here.

So I already have 3.1 and 3.2, so I'm going to come back to my standards and let's import 3.3. So 3.3 is explore how information and communication technologies are used in career planning and decision making. So I'm going to go ahead and highlight that and copy and then come back to my outcomes. And I'm going to include it in my group because these are all part of the 3.0 standard of career planning management outcomes.

And I'm going to come down here to-- I'm sorry, up to the top, and I'm going to click on, Create. So I'm going to enter the name, this is 3.3, and then I'm going to-- the 3.3. And this is the name that will show up in your Canvas course. Sorry, I hit the space bar so many times. And this is from-- because maybe I'm teaching a couple of different, people are in my classroom different sectors. So this is my agriculture, right? Ag and natural resources. So I'm going to put ag and natural resources.

And then down here in the description is where I'm going to paste what came from the standards on the CTE guide. And I'm going to make it so that it's in one line. And so here, we have our 3.3, explore how information and communication technologies are used in career planning and decision making.

So our CTE standards are pretty clear in their titling. But sometimes, you might get a standard that has a bunch of numbers and it doesn't make sense to our students, so you can create a friendly name. And this will show up on their side. So this might be something like explore technologies. Something that they can be like, oh, OK, that's what I need to be doing for this assignment. But the name here is the one that will show up in the outcomes report that you can generate or that your Canvas admin can generate.

So once I've created an outcome, and you can give a friendly description, this is the proficiency rating. So I have it set up so that the zeros, they have not submitted any evidence that they are meeting-- that they submitted on this assignment. They didn't turn it in. Below mastery is a one, nearing mastery is a two, they hit mastery at three, and then they exceeded mastery at a four.

So when we're looking at our calculation method, remember the weighted average is going to take that most recent result and count it as a 65% with the average of all the others. So it kind of explains that. Or I could choose the weighted average and the decaying average, that's the transition from the old version to the new version. They're basically the same. So you're just going to stick with the weighted average.

The n, number of times, that is where they must achieve mastery, and I have five in here. So I'm going to change this. They need to hit mastery, which when we're looking up here is a three out of four. So they may have that assignment or this outcome is on multiple assignments. And in order to show mastery, they have to hit that at three times out of however many times they've turned it in. So you can do it that way or again, we have our highest score or our most recent score or just a flat average of all the scores. Question Austin.

Speaker 2: Sorry. So I wanted to know so when you have n number of times, so they have to get a three on what? Four different assignments?

Speaker 4: Yes.

Speaker 2: OK, so--

Dana Thompson: Depending on how many numbers you put in here.

Speaker 2: OK, so if I have 10, If I have 10 assignments with the same thing, then they have to do-- When I just put say three then, three of them, they have to get a score of what did you have up there, three? Something like that.

Dana Thompson: Yeah. So once they've hit three, that three times, then it shows in your learning mastery gradebook which I'm going to show you that they are at mastery.

Speaker 2: All right, thank.

Dana Thompson: So you get to choose, right? And then you can see here that it asks, where do you want the location? And I've created this 3.0 group. So I'm going to choose that group so that this standard goes into that group or I could create a new group. But I'm going to go ahead and click on Create. And now you can see I have 3.1, 3.2, and 3.3. So that's how you can manually put in an outcome.

So say I have an outcome that's not part of my CTE standards but I have it as part of they're doing a hands on project and I want to create an outcome that they go for, that is not part of necessarily my CTE standards. And so I can create a name here, and I can put maybe my class name. So this is Canvas training 2024 and/or it's just Canvas training.

And then I'm going to put this standard name is let's say I'm going to evaluate you on creating outcomes. And my friendly name might be create outcomes. And then in here, I'm going to put successfully create and attach outcomes to assignments, quizzes, and discussions. So that's what I'm aiming for.

And then I'm going to come down here and I'm going to keep my same mastery level. Or maybe this is just you either mastered it or you didn't. So I can come in here and get rid of some of these, and I can put this is a one, and this is a two, and this is a three. So you can change that even if some of them you have a four-point scale, some of you don't.

And on this one, I just want them to hit mastery at least three times. And then I'm going to-- I don't want it part of my career planning, I just want this in my higher level of my course. So now I'm going to create.

So now when I'm looking at my Canvas training, it was created. And so when I click on my Canvas training, I can see all of the outcomes that I have in here. So I have this is just showing you the grouping but in the course itself, I have the state standards, 3.1, 3.2, 3.3. I have 2.1 and 2.2 which may-- these were actually uploaded by my admin. And then I have the Canvas training one that I created at a course level that I'm going to use in my courses.

So those are the three different ways that you can pull in standards or pull in outcomes, which can be your standards, into your course. So any questions so far? Yes, Austin.

Speaker 2: So when I'm making these, I was told by somebody else for rubric, try to make them as general as possible so you don't have too many. So what I'm thinking is if our program goes by the ELP standards because we're an ESL and I also have certain things for the objectives for the, like, say a lesson which would be, use the parts of a paragraph to write a paragraph and use an outline to organize your writing and then write a paragraph.

So for the outcome, would I fold some of that in or say would I have two sets of outcomes? One is use parts of a paragraph and an outline to write a paragraph. And then say for our ELP standards, use the conventions of language to write. And then level four would be writing a paper or whatever it is. Would I fold those into one outcome or would I have two separate outcomes?

Dana Thompson: So it really is going to matter on how you want to assess as the whole picture. And so to make the answer make more sense, I'm going to come into my grades tab. And in my grades tab, so shift your thinking from your grade book where you're assessing one assignment. And in that one assignment, you're grading on their structure, how they use a paragraph, whether they use an outline, and then their use of language.

To me, even though that's one grade, it's assessing them on at least two different standards towards a mastery. Because they can write an outline but not understand the use of language or they can understand the use of language but not necessarily create an outline correctly. And instead of getting one grade of well, you use the language correctly but you didn't do the outline right so you got to C. Instead, you're going to come over here to the learning mastery gradebook because you can take that one assignment, attach two different outcomes to it, and it will assess them on the outcome rather than a grade total.

So this makes more sense. I have no students in this course but let's come over here to the learning, and I'll come back to this. But here's an example of a class that has students in it. And instead of seeing that they got 80 out of 100 here and 50 out of 50 here, and it's taking those assignments and their multiple assignments that have the same outcome. So instead of a column for every grade or every assignment, you're seeing a column for every outcome.

And you can see on here that this student, Emily, has a five out of three meaning that she has exceeded mastery and on all of the assignments that have that outcome attached to it. It could be one assignment or it could be 20 assignments.

Bruce Jones, he is near mastery. But when you're looking at the outcomes, not the assignment scores, you can see that even though he's doing all of his work, he hasn't quite mastered the skills that are required for this course. And whether it's an assignment or a quiz or a discussion. And so it allows you to compartmentalize that out so that you can evaluate their skills rather than their performance. Does that make sense?

Speaker 2: Yeah.

Dana Thompson: Because assignments, they did it, they followed directions. So they can meet all of those criteria, turn it in, get a good grade. But do they really understand how the language breaks down? Not really. So they're approaching mastery.

Speaker 2: OK. And then you could also put on one assignment, a couple different outcomes on that, correct?

Dana Thompson: Correct.

Speaker 2: All right. And then basically, depending on how many assignments you do that with, it could average them out and show you whether they're meeting the skills.

Dana Thompson: Right, exactly.

Speaker 2: That makes sense.

Dana Thompson: Yeah. Good. So coming back to Canvas, so this is where once your students start turning in work and you grade it, this will start getting all those fun colors so that you can look at. And just like when I'm looking at the screenshot, you can see this class is doing really well. Most are either at meets or exceeds the standards. There's just one that I'm going to need to spend more personal time with to help them get up to that meet, at least the meet mastery part.

But knowing this, I could probably move on to the next skill because most of my classes is there. So it helps you assess not only student progress but how the class is doing as a whole.

So coming back to assignments now, so this is-- actually, let me come back. I want to make sure I'm not skipping anything. So yeah, OK. So coming into assignments, so you might want to when you're creating your assignment, what you're going to do is create your assignment first. And we did the assignments a couple of weeks ago. But I'll come in here, and I'm just going to do outcomes example so we can find it. And then I would put in my instructions for the assignment.

Now, when you're doing a rubric, which is how you attach an outcome, you have to do for the assignment type, it has to be either online or on paper. Now, with external tool, if you're using Google, you can use a Canvas rubric. And I'm going to do the trick, and this is the trick. And I'll talk about this again in the Google LTI next month.

But what I'm going to do is say it's an online submission, even though I'm going to have them use the Google connection. Because with if you're doing a Google connection or a Microsoft Office connection where you've created your assignment in Google or Microsoft Office and you're going to tell Canvas to go get it and pull it into Canvas, you have to attach the rubric first. And those of you who are going to come to the Google one, I'll remind you.

But once you've put in all of your information and your submission type is either online or on paper, then you can come down and save that assignment. No, not student. So my online, they can either write inside Canvas, they can record themselves inside Canvas or they can upload a file. That's my online submission. And so now, I'm going to save this assignment. So we're going to pretend I put in all of the instructions. Now I can see where I'm going to add that rubric, which is where I'm going to attach that outcome.

So a lot of people go in and try and create an assignment. And when you're in the Edit View and you're trying to put in all of the information, you can't find where you're going to add that rubric, and it gets frustrating. So just remember that it's not in the Edit screen that you're going to attach that rubric, it's in the actual assignment before you go into the Edit screen to find where you're going to attach that rubric and outcome. Go ahead, Austin.

Speaker 2: Yeah, sorry for asking so many questions but--

Dana Thompson: That's OK.

Speaker 2: So what I did for the external tool, I found out that I could-- when it opens in another tab, I could attach a rubric. And also I had something for the New Quizzes. I could also attach a rubric to that. However--

Dana Thompson: And the nice thing about New Quizzes-- and I will demonstrate it-- is you can attach an outcome by question rather than the quiz as a whole. Whereas with Classic Quizzes, you can only attach to the quiz as a whole. So that's a really neat feature that you can do it by question. And I'll show you how to do that.

Speaker 2: No, so when I viewed it on the Student View, I noticed that they couldn't see the rubric that I had attached.

Dana Thompson: From the LTI?

Speaker 2: Well, this was on Classic Quizzes. So this was-- no, this wasn't the LTI. This was just the Classic Quizzes, and I had already attached a rubric. And they couldn't or-- no, the New Quizzes, and they couldn't see it. I mean, I have the assignment here on my Canvas course that I could show you but--

Dana Thompson: Yeah, let me come into-- the way that they see their rubric is kind of weird. So I'm going to actually come in as James. And again, you guys probably can't do this. I can do it because it's a dummy course. But I'm going to pretend I'm James so that you can see where they get the rubric.

So if I act as user and my name is James, and I'm going to come into this assignment where it was graded, so when I'm looking at the assignment here, this is where they're going to see the rubric. They actually have to click on this link to open the rubric to see where they were graded.

Now, I didn't use this grade this rubric to grade, so it doesn't show. But if I did, then they would see whatever criteria, Exceeds, Met, or Did Not Meet, would have a color barred on it-- colored bar, so they can see their rubric score here. But they actually have to go to their Submission Details and click on Show Rubric.

Speaker 2: OK, and then they would also see any of the ratings details, what would be under Exceeds?

Dana Thompson: Correct. Yes, and if there's a longer description, they can see it here.

Speaker 2: Interesting, because I see it at the bottom of the actual assignment. But then when I switch to the Student View--

Dana Thompson: Right. They see it up here.

Speaker 2: OK, under Submission Details.

Dana Thompson: Yes, they have to have submitted it-- no, that's not true. Let's go to one he hasn't submitted.

Speaker 2: Yeah, because I wanted them to see it before they write the assignment.

Dana Thompson: So here I am on the assignment. And I haven't submitted it yet, no submission. And I can show the rubric here to see what has been attached. This link will not show up if you have not attached a rubric. So if they see Show Rubric, then it's because you've attached a rubric to that assignment. But that's how they see the rubric.

Speaker 2: Yeah, because on the one where did the LTI, it just showed it at the very bottom. When I looked at Student View, they just had to scroll to the very bottom to see it.

Dana Thompson: And that's because it's Google and not Canvas.

Speaker 2: Oh, interesting.

Dana Thompson: Yeah.

Speaker 2: Because I put the rubric-- I made the rubric on Canvas, and I just put it at the--

Dana Thompson: Well, you see it at the bottom. The students will see it here if it's in Canvas.

Speaker 2: OK.

Dana Thompson: If you use a Google rubric, they'll have to go out to Google to see it.

Speaker 2: OK, well, thank you.

Dana Thompson: Yes. You'll get used to it. You'll get into a flow and get used to it. So you can create your outcomes here ahead of time. And then you can also come out here and create rubrics ahead of time. Well, let me show you real quick. So I use the Create button to create these rubrics.

But if my Canvas admin has uploaded standards already, I don't have to recreate them. I can click on Find, and I can go into my account. And here's my course. Here's my department. And here's my school that has already uploaded these California State standards for NGSS, or the Common Core, or common standards.

But you can see here that if I wanted to use 1.1a, "Identify a more complex problem or question that needs information," I can expand it to see exactly what it is. It's a 5-point rubric. They meet the standards at 3. Mastery is at 3. And it's using weighted average. These, I cannot change those details. But I can add this to my class and not have to redo it myself.

So this is only if your school or your district has imported standards already. And you can find out by clicking on that import. And then once I've imported, I have to come down here and click on the Done button to bring it in. So you can see here, "Recognize the need for information." And so this is the one that I just now pulled in by clicking on the Find button.

And then if you want to experiment with the import, I'm not going to go over that today. It's more complex. You have to create that spreadsheet in a very specific format. So I suggest you either create or if you've already got them in your Canvas, do it that way. But that's how you're going to bring outcomes into your course.

And if you were to copy this course over to next year's Canvas shell, the outcomes will follow. So you really only have to do that once. And you can also have outcomes that follow your view. So if I were to go into another course, I will still see these outcomes even if I haven't pulled them in because those outcomes that I've created will follow me, OK?

So now when I look at my Rubrics page, you can see I have a couple of rubrics already set up. But this is where you can add a rubric. This is just one place that you can add a rubric. So I'm going to add a rubric here. And it gives the default name of Some Rubric every time, which I think is silly. It should say Default Rubric or something like that. But you want to make sure that you change that title. Otherwise, all of your rubrics are going to say Some Rubric.

So I'm going to change this to be my Communication and this is for my Ag students. So I'm going to just put an Ag in the title so that reminds me. And then you can see that I have criteria, the rating, and the points. So this is different than the outcomes because this is going to go in your gradebook. And so I can come in here and click on this pencil, and I can give a description of criterion.

So maybe this is the Use of Language, right? And I can put in a long description here, and then I can update that. And for my Use of Language, for my gradebook, my ABCDE-- or not E-- but my ABC portion of the gradebook, maybe I want this to be 5 points. But I don't want it to just be 0 or 5. I'm going to add a 3 in here. And I'm going to put Met.

So my 5 is Full Marks, but I want it to say Mastery. So I'm going to click on this pencil right here. And you can do whatever you want, Exceed Expectations or Exceed. So this is Met, Exceed, and No Marks. So instead of No Marks, I'm going to click on this and Not Submitted or something like that. So again, keep this separate from your outcomes. This is populating your gradebook, OK? So your criteria for your rubrics are going to populate your gradebook.

So if I'm having them write an essay and I want Use of Language, I'm going to add another criteria. And because I have already set up my ratings, I'm going to duplicate my Use of Language criteria and change the name to Spelling and Grammar, OK? And so I'm grading them on their Spelling and Grammar. And then I can do another criterion.

And I can duplicate either one of these if I want to keep the-- usually, you duplicate when you want to keep the scoring the same. And for this one, I'm going to put-- did they put in their Sources Cited Page. I want them to have a bibliography, right? So that's what I'm grading the assignment on.

But I also want to assess their outcomes towards the standards. So instead of adding another criterion, what I'm going to do is go find that outcome that I just created. So I'm going to click on Find Outcome. And there are all my outcomes. You know it's an outcome because it has the target icon. That tells you it's an outcome and not a rubric scoring criteria.

So in my career planning folder, I have three more outcomes. And I want them to-- when I click on this one, this is "Identify personal interests, aptitudes, information, and skills necessary for informed career decision making." So my assignment is create a written assignment, an essay, that tells me how you are going to find a job using Indeed.

So I'm giving them all of these criteria for this assignment. And I want to know if it's something that will meet the mastery for career planning. So I'm going to use this outcome. So I'm going to scroll down here to the bottom, and I'm going to import this into my rubric. It's already in my course. Now I'm going to put it on my rubric. So notice that I have the Use of Language, Spelling and Grammar, Sources Cited, and then I have this outcome. And you can see that it's got the target icon, which means it's an outcome.

Now I can also go in and pull in 3.2. If I want to do that one, "Evaluate personal character traits," or "Explore how information and communication technologies are used." Maybe this one's more appropriate. So 3.1 and 3.3 are appropriate for this assignment. 3.2 is not. So I'm going to go ahead and pull in two outcomes, 3.1 and 3.3, OK?

So as I'm looking at this rubric, I have criteria that's going to populate the points in my gradebook. So this is 15 points. And then I have my career planning, and I have my exploration. And so it's showing me that it's a total of 23 points. Because this rubric is set up to put points in here as well, it's counting towards the score of that assignment, right?

So in addition to the three areas of scoring, it's going to actually add the points for the outcomes. And so now I can create rubric. So here's my Communications rubric. Let's see what happened, total points of 23. And then so you can come in here and preload your rubrics if you already know what they are. So that's one way you can create rubrics.

Another way you can create rubrics is if you come into Assignment and I come into my Outcomes Example, which is the assignment I set up earlier. And I have not attached a rubric yet. So now I can-- before I go into Edit, I can go ahead and click on plus Rubric. Notice that I can create my rubric here. So again, I have my default name of Some Rubric. But if I am going to create this rubric specifically for this assignment, you don't need to go into Rubrics to create it. You can create it directly from the assignment. So I can go through that same process here.

And sometimes I like to do it here. Because notice down here, I have the ability to check the boxes, "Don't post Outcome results to Learning Mastery Gradebook," or "Remove points from rubric." So maybe I want them to do this assignment, but I only want it to populate the Learning Mastery Gradebook, so then I can remove the points so that they're not focusing on the score. They're focusing on the progress towards mastery.

So you have more options when you do it here. But let me go find that rubric that I just did. So instead of creating a new one here, I'm going to go find-- and this is the nice thing. These are all the courses that I'm in, which is a lot, right? So I can actually pull in a rubric from another course that I've already done and not have to redo it again.

But this is my-- let me come into my-- because I have so many courses, let's see if I can find this one. So let me come to-- see, there's my communication rubric. So it's managing my rubrics in my course. Let me go back and add this rubric, find a rubric, loading rubrics.

So this is where-- for me, because I'm in so many classes, I am going to-- here we go. This is the class that I'm putting this rubric in, and there's my Communication rubric. So that sometimes is why it's easier to also create it on the assignment so you don't have to go through and look through all your classes.

So I'm going to go ahead and verify this is the one that I want, and it is. And so I'm going to click on Use This Rubric. So again, I had to find the course, then find the rubric in the course, and then click on Use Rubric. Now you can see I don't have that plus Rubric sign anymore. So if I wanted to change rubrics, I would have to delete this one in order to find the new one. But I have all of these points, and I have these two outcomes.

Because this is part of my assignment when I come into the Edit for the Communications rubric, I can come down here and get access to those additional criteria. So if I can use this rubric for assignment grading and I can remove the points, so that way they will see whether they exceeded or met when I'm grading it in SpeedGrader and where they are on the outcomes and on the rubric.

So I'm going to update. And let's take a look at what this looks like in the Student View. So when I'm looking at this as a student, you can see I have my details. And then this is where my-- if I had put description in the assignment, that would be here. But now I see the rubric on the assignment itself.

This is not going to show me-- so this, Austin, is the difference is when I'm looking at the assignment in order to submit it, I can see the rubric, right? But once I hit Start Assignment, and I upload my file-- so this is the file that we're going to say that this is my essay that I wrote. So I'm uploading it, and I'm going to submit my assignment.

As a student, I still don't see-- I still see the rubric itself. But I won't see my score until I go into my Submission Details. Once I go into my Submission Details, that's where I'm going to see my rubric, right? Does that make sense?

Speaker 2: Yeah, so it-- so I think, I don't know what's going on. I saw that at first, say, last semester when I put the rubric on there. When I copied it over for my class this semester for the same assignment, on the Student View, they don't see it. Now if I leave the Student View and I go back to-- where is this? Before the New Quizzes, before I go to the Build page, the rubric is clearly there but--

Dana Thompson: OK, so New Quizzes are different. So we'll go through New Quizzes when we get there, yeah.

Speaker 2: OK.

Dana Thompson: New Quizzes, because that's also an LTI, it's also a third-party tool being pulled in, so it operates a little differently.

Speaker 2: OK.

Dana Thompson: So now I'm back in the Teacher View, and I want to go and grade the submissions. And so I'm going to come in to SpeedGrader. And I'm going to do that because when I look at the submission, so test student has submitted something, which is the one that I just submitted, I'm going to actually take a look at the rubric. And let me expand it so it's easier to see.

So here's the rubric in SpeedGrader. I can come over here and say, OK, Use of Language, met. Spelling and Grammar, met. Sources Cited, didn't include. So that's a Not Submitted. So notice I'm just clicking. And then on my Career Planning Management, and if I want to remind myself what that is, that's "Identified personal interests, aptitudes, information, and skills necessary," I'm going to say-- oops-- Near Mastery.

And for the Ag Resources, "Explore how information and communication technologies are used." Didn't turn in the sources cited, so I can't assess that. So I'm going to say No Evidence. So you notice now that I'm using the rubric to score this. And I'm going to click on Save. And so I can see, by looking at the rubric, how this person did. And if I submit that so that it's graded-- it's submitting, oh, not a comment.