(SPEECH) [AUDIO LOGO] (DESCRIPTION) The OTAN logo appears, depicting a silhouetted person with a raised arm. (SPEECH) SPEAKER 1: OTAN, Outreach and Technical Assistance Network. (DESCRIPTION) Text, OTAN Outreach and Technical Assistance Network. TO LEAD CALIFORNIA ADULT EDUCATION IN THE INTEGRATION OF TECHNOLOGY INTO THE EDUCATIONAL PROCESS, ULTIMATELY EMPOWERING LEARNERS TO MEET THEIR ACADEMIC, EMPLOYMENT AND CIVIC GOALS. Face-to-Face and Online Training, News Articles, Teaching with Technology, Annual Technology and Distance Learning Symposium, Teachers' and Administrators Digests, Online Resources for Adult Education. OTAN.US 916-228-2580. OTAN ONLINE. Creating Outcomes/Rubrics in Canvas. Presenter: Dana Thompson, OTAN Subject Matter Expert. January 13, 2024. Dana Thompson speaks from a video call in the upper right of her shared screen. (SPEECH) 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. (DESCRIPTION) Slide text, Rubrics and Outcomes Dana Thompson, SME. d thompson at S C O E dot net. At techie thompson. (SPEECH) 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. (DESCRIPTION) Slide text, Versions of Outcomes Management: Which do you have? Two screenshots on the slide show two different versions of an outcomes page. In the first version, a heading reads, Setting up Outcomes, with body text below. A menu to the side has three different folders, labeled with standards' names. In the second screenshot, a heading reads, American History- Outcomes, with a list of outcomes below, each with a checkbox next to it. A menu to the left side has an expanded dropdown called American History under the heading, Outcome Groups. Three items, named after standards, with their own expandable dropdown arrows sit below American History. (SPEECH) 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. (DESCRIPTION) On Dana's Canvas page, she clicks Outcomes in a white vertical menu toward the left side. A blue vertical menu sits to the left of the white one, at the very left edge of the page. (SPEECH) 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. (DESCRIPTION) Dana's page resembles the second screenshot, with minimalist arrows instead of folders. Dana goes back to the screenshot slide. (SPEECH) 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. (DESCRIPTION) Dana goes back to her Canvas page. (SPEECH) 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. (DESCRIPTION) Dana clicks Help, which has a question mark icon, at the bottom of the blue left-side menu, opening a pop-out with the heading, VCOE Canvas Help Guide. She mouses over a list of links on the pop-out and clicks, Search the Canvas Guides at the top, opening a new tab with the heading, Canvas LMS. (SPEECH) 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. (DESCRIPTION) Under the heading, two buttons sit under each of the words, Learn, Contribute, and Discover. Dana clicks a button labeled READ THE GUIDES under Learn. A set of buttons sits under the text, New to Canvas? Further down the page, another set of buttons labeled with roles sits under the text, View Guides for your Canvas Role. Dana clicks the yellow button labeled with the role, Instructor. (SPEECH) 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. (DESCRIPTION) A heading on the page reads, View Canvas Instructor Guides. Dana clicks the first tile under the heading, which reads, INSTRUCTOR GUIDE, with a book icon, opening a page of guide topics. She scrolls through a left-side menu of topics and clicks Outcomes, opening a list of links, phrased as questions pertaining to outcomes. (SPEECH) 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: (DESCRIPTION) Austin McAnany speaks from the video call tile. (SPEECH) 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. (DESCRIPTION) Dana goes back to her open Canvas tab in her browser, then back to her slide presentation. The slide heading reads, Outcomes Overview. (SPEECH) 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. (DESCRIPTION) The next slide has the heading, Outcomes Page in Canvas Course. (SPEECH) 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. (DESCRIPTION) The next slide has the heading, Calculation Methods, and lists the four methods: Weighted average (default), N number of times, Most recent score, and Highest score. (SPEECH) 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. (DESCRIPTION) Slide text, Let's give it a try! (SPEECH) 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. (DESCRIPTION) Dana goes back to her Canvas page, with Outcomes selected from the white vertical menu. She drags the window to expand it. On the Outcomes page, tabs near the top left are labeled Manage and Alignments. With the Manage Tab selected, a list below is titled, Outcome Groups. An expanded submenu under Outcome Groups is titled, Canvas Training 2024. It has one item below it titled, 3.0 Canvas Planning. A plus sign button below reads, Create New Group. Buttons in the upper right say, Import, Create, and Find. (SPEECH) 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. (DESCRIPTION) Dana clicks the 3.0 Canvas Planning item to open it. To the right, two sub-outcomes are listed, each with a checkmark next to it. The sub-outcome items are titled, 3.1 Career Planning Management and 3.2 Career Planning Management, with previews of descriptions below their names. Dana switches browser tabs to a California Department of Education page with the heading, CTE Model Curriculum Standards. (SPEECH) 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. (DESCRIPTION) Dana scrolls down the page to a subheading that reads, By Industry Sector, with a list of links below it. She clicks the link, Agriculture and Natural Resources, which opens a multi-page PDF. (SPEECH) 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. (DESCRIPTION) Dana navigates to page 10 of the PDF, to a heading that reads, 3.0 Career Planning and Management, with a standard and list of sub-standards below. (SPEECH) 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. (DESCRIPTION) Dana goes back to the browser tab of Canvas guides. Under the Outcomes heading, she mouses over a link that reads, How do import outcomes for a course? She goes back to her Canvas course browser tab. (SPEECH) 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. (DESCRIPTION) Dana navigates to the standards PDF and highlights the text of standard 3.3. She right clicks, then selects Copy from the dropdown menu that opens. Back in the Outcomes page of her Canvas course, the group, 3.0 Career Planning, is selected from the Outcome Groups menu toward the left. Toward the upper right of the page, she clicks a plus sign button that reads, Create, opening a Create Outcome popup with fields for Name, Friendly Name, and Description. (SPEECH) 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. (DESCRIPTION) In the description field, Dana right clicks, then selects Paste from the dropdown that opens. The text of standard 3.3 from the PDF is now entered into the Description field. She removes a line break so the description text is all on one line. The description field box has formatting options like font size and color, and picture inserting options. (SPEECH) 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. (DESCRIPTION) Dana scrolls further down the popup, past a Friendly Description field, to a proficiency rating table below. The table has five ratings, each one assigned a point score in a point field next to it. Text underneath says, Mastery at 3 points, where 3 is entered into a field. (SPEECH) 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. (DESCRIPTION) Below the proficiency ratings, a dropdown menu is titled, Calculation Method. With Weighted Average selected from the dropdown, an example of the method is displayed to the right, with a list of hypothetical item scores, then a final score. In a field below the dropdown is titled, % weighting for last item, must be between 1 and 99, and 65 is entered into the field. (SPEECH) 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. (DESCRIPTION) Dana clicks the Calculation Method dropdown to change it to, n Number of times. An example of the method is listed to the right. A field reads, number of times, must be between 1 and 10. 3 is entered into the field. (SPEECH) 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. (DESCRIPTION) Dana scrolls up the page to the Proficiency Ratings and mouses over the point score, 3, for the rating, Mastery. (SPEECH) 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. (DESCRIPTION) Below the Calculation Method settings, a heading reads, Location, with 3.0 Career Planning and Management selected. A back button sits above the selection, and a Create New Group button below it. Dana leaves the selection as is, then clicks the blue Create button in the lower right of the popup. Now, on the list of sub-standards, standard 3.3 is listed by its name and description under 3.1 and 3.2. (SPEECH) 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. (DESCRIPTION) On the Outcome Groups menu toward the left, Dana selects, Course Training 2024, then clicks the Create button toward the upper right of the page, opening the Create Outcome popup again. She begins entering a name. (SPEECH) 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. (DESCRIPTION) After entering her description, she scrolls down the popup to the Proficiency Rating section. (SPEECH) 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. (DESCRIPTION) Dana clicks trashcan icons next to the bottom two ratings in the table to delete them, confirming their deletion on a warning popup each time. She changes the points on the remaining three ratings in the table, so Near Mastery is worth 1 point, Mastery is worth 2, and Exceeds Mastery is worth 3. (SPEECH) 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. (DESCRIPTION) She changes the Calculation Method in the dropdown to n Number of Times, and enters 3 in the number of times field. (SPEECH) 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. (DESCRIPTION) In the location sections, she leaves Canvas Training 2024 selected, then clicks the blue Create button. (SPEECH) 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. (DESCRIPTION) With Canvas Training 2024 selected from the Group Outcomes menu toward the left of the page, the right side of the page lists all outcome items in the group, including the 3.0 Career Planning standards, and the newly created Canvas Training - Creating Outcomes item. (SPEECH) 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. (DESCRIPTION) Dana clicks Grades in the white vertical menu, opening a grade book with a table of student names, notes, total percentages, and assignment scores. (SPEECH) 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. (DESCRIPTION) In the upper left of the grade book page, Dana clicks a Gradebook dropdown and selection Learning Mastery Gradebook, opening a mostly blank page with outcomes listed across the top and a color-coded key of proficiency ratings along the right side. Dana mouses over the outcome, Canvas Training - Creating Outcomes near the top of the page, which causes a blank pie chart to appear. The outcome name and description, mastery score setting and calculation method are listed around the chart. (SPEECH) 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. (DESCRIPTION) Dana goes to her slide presentation and navigates to a slide that reads, Learning Mastery Gradebook. Must be enabled by your Canvas Admin. Provides a visual representation on how the class is doing as a whole and how individual students are progressing towards mastery. A screenshot of the Learning Mastery Gradebook on the slide shows a table of student scores for different outcomes, with numerical values and color-coded squares. Numbered sections are outlined on the screenshot, showing the list of student names, the section of scores, an example of an outcome in the table called Group Work, they color-coded key to the right, options to hide outcomes with no results or students with no results, an Export report button, and page navigation buttons at the bottom of the page. (SPEECH) 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. (DESCRIPTION) In the table in the screenshot, Emily Boone has a 5 out 3 and a black square for the outcome, Group Work. Student Bruce Jones has a 2 out of 3 and a red square. (SPEECH) 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. (DESCRIPTION) On the Canvas page once more, Dana mouses over the Outcomes listed across the top of the blank table. She goes back to her slide with the screenshot. Every student except one has green or black squares for each outcome. Bruce Jones has red squares for each outcome. (SPEECH) 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. (DESCRIPTION) Dana clicks Assignments in the white vertical menu on the Canva page. She flips through her slides momentarily, then goes back to the Canvas page. (SPEECH) 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. (DESCRIPTION) The Assignments page lists assignments under different categories. Dana clicks a plus sign button that reads, Assignment in the upper right of the page, opening a creation page with fields for name and body text. Dana scroll down to a set of options with fields and dropdown menus. The options include, Points, Assignment Group, Display Grade In, and Submission Type. She clicks a dropdown next to Submission Type and mouses over the options. They say, No Submission, Online, On Paper, and External Tool. (SPEECH) 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. (DESCRIPTION) After clicking Online in the Submission Type dropdown, Dana checks boxes under an options heading that reads, Online Entry Options. She checks Text Entry, Media Recordings, and File Uploads, leaving Website URL and Student Annotation unchecked. (SPEECH) 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. (DESCRIPTION) She scrolls past other settings at the bottom of the page, then clicks the blue Save button in the lower right corner. With the newly created assignment open, Dana mouses over a plus sign button that says, Rubric, toward the bottom left. (SPEECH) 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. (DESCRIPTION) Dana clicks a pencil button that read, Edit, toward the top right of the pate, next to the Assignment Name, opening the page of fields and settings for the assignment. She scrolls through the edit page and hits save, closing all the edit fields. With the assignment open again, she mouses over the add rubric button. (SPEECH) 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-- (DESCRIPTION) Dana selects People from the white vertical menu, which opens a table of students. She clicks student James Anderson, which opens a right-side pop-out. Under James' initials, she clicks a button that reads, Act as User. (SPEECH) 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. (DESCRIPTION) She clicks a Proceed button at the bottom of an Act as User confirmation page. (SPEECH) 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. (DESCRIPTION) As James, with Courses selected from the blue menu and Home selected from the white menu, Dana clicks an assignment under a righthand section titled Recent Feedback. With the assignment's Submission Details page open, she mouses over the top right corner of the page, which shows a grade above a button that says, Show Rubric. (SPEECH) 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. (DESCRIPTION) Dana clicks the button, which opens the rubric in a pop-out. The rubric has two criteria and three proficiency rating categories. No scores or colors are shown. (SPEECH) 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. (DESCRIPTION) Under one of the criteria in the rubric, Dana clicks, view longer description, which opens a Criterion Long Description popup. (SPEECH) 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. (DESCRIPTION) As James, Dana clicks Home in the white menu, then clicks another assignment from the righthand section. This Submission Details page is similar to the previous one, but the body of the page reads, No Submission, and has a red tag that reads, Missing. The show rubric button is still located near the top right corner, above a blue button that reads, Submit Assignment. (SPEECH) 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. (DESCRIPTION) Dana clicks the Show Rubric button, opening the same rubric as before. (SPEECH) 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. (DESCRIPTION) Dana clicks Outcomes in the white menu. She mouses over the Create button toward the upper right of the Outcomes page. (SPEECH) 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 (DESCRIPTION) Dana clicks the magnifying glass button that says Find, to the right of the create button. She opens a series of submenus on the lefthand side of the Find page to navigate to the California State standards. She does this by clicking Account Standards, then Ventura County Office of Education, then California. Then she mouses through a list under the California submenu and clicks Content Standards. To the right, the standards are listed below a search bar. Each standard has a button toward the righthand side that reads, Add. (SPEECH) 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. (DESCRIPTION) Dana clicks a downward arrow on the left side of standard 1.1a in the list, opening its details, which include a description, proficiency rating table, and the text, Mastery at: 3 points. She clicks the Add button in the right side of the standard list item. (SPEECH) 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. (DESCRIPTION) Dana scrolls to the bottom of the page to click the blue Done button in the lower right corner. She closes the Find page. Back on the main Outcomes page, the newly added standard is listed under Canvas Training 2024 under the Outcome Groups heading. She clicks the standard, opening its details to the right. She mouses over the Find button in the upper right again. The Create button sits to the left o fit, with the Import button to the right of that. (SPEECH) 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. (DESCRIPTION) Dana clicks Rubrics from the white menu. Three rubrics and their details are listed on the page. She clicks a button that reads, Add Rubric in the upper right, opening a blank rubric with one criterion that has two ratings, and a default 5 point value. (SPEECH) 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. (DESCRIPTION) Dana clicks a pencil icon inside the box for her one criterion, opening a popup with fields for Description and Long Description. She clicks Update Criterion in the bottom right of the popup after adding a description. Now the once blank criterion reads, Use of Language in the rubric. (SPEECH) 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. (DESCRIPTION) In the ratings section of the rubric, one box reads 5 points, Full Marks, and another reads, 0 points, No Marks. A blue plus sign button sits between the two boxes. Dana clicks the blue plus sign, opening an Edit Rating popup with fields for Rating Score, Rating Title, and Rating Description. She enters 3 in the score field, Met in the title field, then clicks Update Rating in the lower right of the popup, closing it. (SPEECH) 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. (DESCRIPTION) On the rubric, Dana clicks a pencil icon in the box for the 5-point rating, opening an Edit Rating popup. Here, she changes the title to, Exceed, then clicks Update Rating. (SPEECH) 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 (DESCRIPTION) She repeats the process to change the 0-point rating to be titled, Not Submitted. (SPEECH) 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? (DESCRIPTION) Beneath the one criterion in the rubric, Dana clicks a plus sign button that reads, Criterion. From a dropdown, rather than New Criterion, she mouses under Duplicate to click Use of Language. This opens another Edit Criterion popup, with Use of Language already filled in the description field. She edits the name and clicks Update Criterion. Now her rubric has two different criteria with the same rating scale and point scores. (SPEECH) 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? (DESCRIPTION) Dana repeats the process to create a third criterion with the description, Sources Cited. (SPEECH) 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. (DESCRIPTION) To the right of the Add Criterion button, Dana clicks a magnifying glass button that reads, Find Outcome, opening a popup with a list of items with folder icons and target icons. (SPEECH) 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. (DESCRIPTION) Dana mouses over the three items in the list that have target icons rather than folder icons. (SPEECH) 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. (DESCRIPTION) Dana clicks the folder, 3.0 Career Planning and Management, which opens a new list to the right, showing the outcome items in that folder, each with a target icon. She clicks 3.1 from this list, opening details of the Outcome to the right, including the description, proficiency ratings, and calculation method. A checkbox below the ratings table reads, Use this criterion for scoring. (SPEECH) 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. (DESCRIPTION) Dana scrolls to the bottom right of the popup to click the blue Insert button. Now, the 3.1 outcome is inserted as a criterion in the rubric, with five proficiency ratings and a point value of 4. (SPEECH) 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? (DESCRIPTION) Dana repeats the process to find the 3.3 outcome and insert it inter her rubric. (SPEECH) 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? (DESCRIPTION) The three top criteria have point fields that all say, 5. The two criteria added from Find Outcome both have values of 4 points. (SPEECH) 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. (DESCRIPTION) Below the in progress rubric, Dana clicks the blue Create Rubric button. The completed rubric is displayed on the page. (SPEECH) 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. (DESCRIPTION) Dana clicks Assignments in the white menu, then chooses the Outcomes Example assignment from a list to the right. With the assignment details open, she clicks a plus sign button that says Rubric toward the bottom left. This opens a blank, editable rubric with one criterion, the same as before. Checkbox below the rubric say, I'll write free-form comments when assessing students, Remove points from rubric, Don't post Outcomes results to Learning Mastery Gradebook, Use this rubric for assignment grading, and Hide score total for assessment results. (SPEECH) 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. (DESCRIPTION) Dana checks the Remove points from rubric box, causing the other checkboxes that referenced points and grading to disappear. (SPEECH) 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? (DESCRIPTION) On the editable rubric, to the left of the title field, Dana clicks a magnifying glass button that reads, Find Rubric, opening a popup with a series of submenus. The many to the very left lists numerous courses. (SPEECH) 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. (DESCRIPTION) Dana exits to select Rubrics from the white menu. The page lists four rubrics, including her most recently created one. (SPEECH) So it's managing my rubrics in my course. Let me go back and add this rubric, find a rubric, loading rubrics. (DESCRIPTION) She goes back to Assignments from the white menu, with the Outcomes Example assignment still open. She clicks Add Rubric again, then Find Rubric, opening the popup of submenus again. (SPEECH) 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. (DESCRIPTION) Dana finds, Canvas Training 2024 from her list of courses, then clicks Communication Ag from the submenu to the right. The rubric opens to the right of the two menus. (SPEECH) 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. (DESCRIPTION) She clicks Use This Rubric under the displayed rubric in the Find Rubric popup. Now, the rubric is displayed on the assignment page. (SPEECH) 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. (DESCRIPTION) Dana gesture over the trashcan icon in the upper right corner of the rubric on the page, then scrolls down through the rubric. (SPEECH) 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. (DESCRIPTION) Dana clicks a pencil icon in the upper right corner of the rubric, next to a magnifying glass and the trashcan. With edit options now available, Dana scrolls past the rubric to the list of checkboxes, including Remove points from rubric. (SPEECH) 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. (DESCRIPTION) Dana clicks the blue Update Rubric button below the editable rubric and list of checkboxes. (SPEECH) And let's take a look at what this looks like in the Student View. (DESCRIPTION) Dana clicks a button that reads Publish at the top of the page. In the toolbar at the top of the page, Dana clicks a button with a pair of glasses that reads, Student View. (SPEECH) 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. (DESCRIPTION) In student view, the assignment page lists the title and details of the assignment, like due date and points, with the rubric displayed below. A blue button in the upper right reads, Start Assignment. (SPEECH) 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. (DESCRIPTION) Dana clicks Start Assignment. She clicks an Upload File button, then chooses a file from her library to upload. She clicks the blue Submit Assignment button, above the rubric. Confetti erupts on the page. The rubric, with no ratings selected, is still displayed on the assignment page. Dana mouses over, Submission Details, in a section in the top right of the page headed, Submission. (SPEECH) Once I go into my Submission Details, that's where I'm going to see my rubric, right? Does that make sense? (DESCRIPTION) Dana clicks Submission Details, opening a page that lists the uploaded file, a comment box, and a button that says, Re-submit assignment. Once again, in the upper right corner, below the grade, a button reads, Show Rubric. (SPEECH) 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. (DESCRIPTION) Dana goes back to teacher view of the assignment. (SPEECH) 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. (DESCRIPTION) In a section in the top right of the page, headed, Related Items, Dana clicks SpeedGrader. The SpeedGrader page shows the submitted assignment in the body of the page and a details pop-out to the right. Dana clicks View Rubric in the pop-out. She drags the left edge of the pop-out leftward, expanding it and revealing more the rubric. (SPEECH) 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. (DESCRIPTION) Dana clicks rating boxes in the rubric for the different criteria. She clicks a link that reads, view longer description, in the bottom criterion, the outcome 3.3, which opens the long description in a popup. She closes it and continues clicking proficiency ratings in the rubric. Once she selects a rating, a colored line with a triangle in the center appears in its box. (SPEECH) 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. (DESCRIPTION) She clicks the blue Save button under the bottom left corner of the rubric. The rubric is now displayed in the pop-out with the selected ratings for each of the criteria. (SPEECH) 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. OK, so let's make sure it gets graded. (DESCRIPTION) Dana mistakenly clicks Submit, under the comment box on the pop-out. She enters 0 in a field above the rubric for Grade out of 0. The assignment re-loads, now graded. (SPEECH) So grade, we're going to put in our score. So now it shows that the test student is graded. And now what I'm going to do is come back to the assignment. (DESCRIPTION) Dana exits SpeedGrader. On the assignment's page, she clicks Student View. The Submission section in the upper right of the page shows submission info, like a checkmark next to the word Submitted. (SPEECH) And I'm going to look at this from the student's view because the student will say, yes, it's been submitted. Yes, it's been scored. But I still don't see where my grade is on this rubric because I have to come into my Submission Details and take a look at the rubric here. (DESCRIPTION) Dana clicks Submission details in this section, then Show Rubric in the upper right of the Submission Details page, under the grade 0 out of 0. The graded rubric appears, with the colored bars across the ratings boxes Dana selected while grading. (SPEECH) So now you can see as a student I have the ability to see where I scored on that rubric and where I am in meeting those standards. So that's how I see it as a student. Now I'm going to leave Student and come back to Grades because now that something has been graded by a rubric that has outcomes in it, you can see that it's starting to populate my Learning Mastery Gradebook. (DESCRIPTION) In teacher view, Dana navigates to Grades in the white menu. In the Learning Mastery Gradebook, now one student, named Test Student, has ratings for two outcomes. An orange box, representing Near Mastery according to the key sits under one outcome. A red box, representing Well Below Mastery according to the key, sits below another outcome. (SPEECH) Any questions on that so far? It's a lot. So what I do suggest is that you-- so Outcomes, and I put that link in the chat. But you could also have all of these links for rubrics too-- how do you manage, how do you add, how do you align an outcome. So there are screenshots in here and everything. So bookmark that link that I put in the chat so that you can come back to here. (DESCRIPTION) Dana goes back to the browser tab of Canvas guides. She clicks Rubrics from the list of topics on the lefthand side. Numerous guides pertaining to rubrics are listed in the body of the page. (SPEECH) But notice when I come back to my Traditional Gradebook and that was the assignment-- let's search for outcomes. So it was my Outcomes Example assignment. And if I scroll-- getting cut off. Let me see if I-- there we go. So I'm going to scroll over here. Here's that assignment. And if I scroll down here, here's my test student who just turned it in. So it shows as a 0 out of 0 because that's what I put. But if I wanted to see how they were progressing towards mastery, that's when I would switch over to the Learning Mastery Gradebook. (DESCRIPTION) Back on the Canvas course browser tab, Dana clicks a dropdown above the grade book to switch to the Tradtional Gradebook. In a search bar in the upper right, she types, outcomes, then clicks, Outcomes Example. She scrolls right, to the column for the Outcomes Example assignment, then down the list of students to Test Student at the bottom. A score of 0 is listed for Test Student for the Outcomes Example assignment. (SPEECH) So looking at I have rubrics created already. I showed you how to attach it to an assignment or create it directly from an assignment. If you are using Discussions, you can also use rubrics in Discussions. So I'm going to go ahead and create a new discussion. (DESCRIPTION) Dana clicks a three-bar icon in the left of the toolbar at the top of the page, opening the white menu. She clicks Discussions, then a blue Add Discussion button in the top right of the page, opening a page with fields for Topic Title and details. (SPEECH) And we're going to do this as Introduce Yourself. And then I would put in my instructions here. And then I'm going to make sure that this is a graded discussion so that you can attach a rubric with outcomes. (DESCRIPTION) After entering a title and placeholder instructions, Dana scroll down the page to an Options section with checkboxes. She checks the box next to, Graded. (SPEECH) If it's not graded, you can't attach a rubric, OK? And then I'm going to come down here and save this. (DESCRIPTION) She scrolls down past further options and clicks Save in the bottom right corner. The new discussion is displayed on the page. (SPEECH) And I'm looking at this as a teacher. I'm going to come over here to the three dots so that I can add a rubric here. (DESCRIPTION) Dana clicks a three-dot icon in the upper right corner of the discussion, then clicks Add Rubric in the dropdown that opens. A popup titled, Assignment Rubric Details opens, with a button that says, Add Rubric. (SPEECH) So the difference between Assignments and Discussions is Assignments has the plus Rubric sign at the bottom before you go into Edit. And Discussions has it in the three dots before you-- or after you do the Edit. Go ahead, Austin. SPEAKER 2: I just want to clarify a detail. So I have one, I'm thinking that there's an assignment or an activity that I might want to put an outcome and a rubric on later. But basically, it's a jigsaw reading where they have to take a piece of a reading, work in a group, summarize it, and then present it to other people for notes. I have it in the format of a page, under Pages. So would I have to copy it, like copy all of that and put it on an assignment so I can attach a rubric-- DANA THOMPSON: Correct. SPEAKER 2: --to it? OK. DANA THOMPSON: Yeah. SPEAKER 2: OK. DANA THOMPSON: Yeah, you can't attach rubrics or outcomes to pages. They have to be to an assignment because they have to be able to submit something. And even if it's a No Submission because they're doing it on paper, they're not going to submit it to Canvas, they still have to have it as an assignment that you're going to attach a grade to in order to be able to assess the rubric and the outcome. SPEAKER 2: OK, so they still-- OK, so they still have to even if it's No Submission, they would still have to have it in the form and then submit. DANA THOMPSON: Well, you would put it as No Submission. So they would see the instructions in Canvas. They would see their rubric and their grading in Canvas. But they're not actually submitting anything to Canvas because they're giving it to you. SPEAKER 2: OK, what you're showing me. DANA THOMPSON: The presentation. SPEAKER 2: And I go around and check OK DANA THOMPSON: Yeah. So when I come into my Discussion, and I've created my discussion, and I click on the three dots here, and I come down here to add rubric, this is where I can click on Add Rubric. (DESCRIPTION) The popup goes blank with Dana clicks Add Rubric. (SPEECH) And why isn't it loading? Let's try that again. So Add Rubric. (DESCRIPTION) Dana repeats the process. Nothing happens with she clicks Add Rubric in the popup. (SPEECH) That's interesting. I don't know if that's my account or if it's something else, but it's not working. Let's try this. And don't think I had one, instructions. This is the new Discussions view. So let's try this again. (DESCRIPTION) Dana clicks discussions in the white menu. She navigates to her newly-created discussion and clicks a three-dot icon to the right of its name. The Add Rubric options is not in the dropdown. She clicks the discussion to open it again. (SPEECH) We'll open it up. Come over here, Add Rubric. Ah, there it goes. You just have to click a few times. (DESCRIPTION) She clicks the three-dot icon in the top right corner of the discussion again and repeats the process. This time when she clicks Add Rubric in the popup, an editable rubric appears, with a Find Rubric button in the upper right and Find Outcome button in the lower left. The checkbox options, including, Remove points from rubric, are listed below. (SPEECH) OK, so now it's populating where, again, I can create a brand new rubric. Or I can click Find a Rubric, right? So let's click or let's do a rubric here. So this is going to be my discussion rubric. So I'm going to use this rubric for every discussion. And so I'm going to put my first criterion as answer-- oop-- shoot-- "Answer to prompt" and this is going to be a "Sufficient answer to the prompt that provides their insight and is in complete sentences," right? This is for any discussion. And I'm going to have this be 3 points is Met. 5 points, instead of Full Marks, I'm going to put Exceptional Response. (DESCRIPTION) Dana fills in the editable rubric, changing the title in the title field, entering a description for the first criterion, adding a rating between the default 0 and 5, and editing the other ratings with the pencil icons in their boxes. (SPEECH) They went above and beyond. And the 0, No Participation. They did not participate in the discussion. So that's going to be 5 points. And then I'm going to create another criterion, but I'm not going to duplicate because this is just going to be Reply to Peers and "Replied with a response that furthered--" is that a word-- "conversation and contributed to the discussion." (DESCRIPTION) Dana clicks, Add Criterion below the rubric, then clicks New Criterion from the dropdown that opens. In the popup that appears, she enters a description and long description, then clicks, Create Criterion. (SPEECH) And we're going to put "at least two responses." So they have to respond to at least two people to further the conversation. And that's going to be either a 0 or a 3, OK? (DESCRIPTION) She edits the default ratings for the criteria, changing the high rating from a 5 to a 3. (SPEECH) So notice I have different criteria. This is going to populate my gradebook for a grade. I also want to assess them on their outcomes. For Career Planning, we're going to say that 3.2 matches for this discussion or any of the discussion. So we're going to come down here and import that into our discussion rubric. (DESCRIPTION) Dana clicks Find Outcome below the rubric, clicks the 3.0 Career Planning and Management folder, then the outcome 3.2, then insert. Now the outcome is inserted into the rubric. (SPEECH) And let me find another outcome, "Understand and Analyze Structures," we're going to pretend this one matches. So we're going to import that one. (DESCRIPTION) She repeats the process to add the outcome, 2.1 Understand and Analyze Structures, which is located outside the 3.0 Career Planning folder. The new outcome is inserted into the rubric. (SPEECH) And then I'm going to keep the points in there. And I'm going to use this assignment for grading. And I'm going to create the rubric. (DESCRIPTION) She checks the box, Use the rubric for assignment grading, under the rubric, then Create Rubric below. A warning popup reads, Change assignment points to match rubric? Leaving the assignment's total points at 0 and the rubric's total points at 17 will result in a maximum possible score of 1700% for student submissions graded with the rubric. Buttons say Change and Leave different. (SPEECH) Now, here it's telling me "Leaving the assignment's total points at 0 and the rubric's point at 17" is going to be confusing. So what do I want to do? I want to change it, and it will automatically update my discussion assignment to be 17 points. So let me create this rubric. (DESCRIPTION) Dana clicks Change, then Create Rubric again. (SPEECH) And X out of it. Let me refresh this to make sure that it changes my points possible to 17 automatically. (DESCRIPTION) Dana exits the completed rubric. On the Introduce Yourself assignment page, she refreshes. The text, 0 points possible changes to, 17 points possible. (SPEECH) OK, Michael? SPEAKER 3: Hey, sorry if you already covered this. This isn't exactly on this, but it came into mind. Can outcomes be put in at the account level or above? DANA THOMPSON: Yes. SPEAKER 3: So yeah, and so then immediately all the teachers in the ESL, for example, would have access to-- DANA THOMPSON: Correct. SPEAKER 3: OK. DANA THOMPSON: Yeah. SPEAKER 3: All right. DANA THOMPSON: And so when you're looking at your rubric or you could do it even at your Outcomes, I would do it Outcomes. When you click on Import-- no, I'm sorry. When you click on Find, if it's been imported at the root level, you'll see it under your Account Standards. SPEAKER 3: OK. DANA THOMPSON: So you'll see here that I've got California standards, Common Core, Content Standards, NGSS. So if they've imported the ESL standards, those would be all in here. (DESCRIPTION) Dana goes to Outcomes in the white menu, then Find in the upper right. She navigates through submenus again to reach the California standards, clicking Account Standards, then Ventura County Office of Education, then California. Below California, she mouses through different sets of standards. (SPEECH) SPEAKER 3: OK, thanks. DANA THOMPSON: And then you have access to them in every course. SPEAKER 3: Thanks. DANA THOMPSON: OK, so that's how you attach a rubric or show a rubric on a discussion, OK? (DESCRIPTION) Back on the page for her new discussion, Dana click the three-dot icon, then mouses over Show Rubric in the dropdown. (SPEECH) For quizzes, let's come down here to Quizzes. So I'm going to click on plus Quiz. You should be starting to use New Quizzes more because it's going to-- the Classic Quizzes are going to phase out soon. But I'm going to show you real quick on Classic Quizzes. (DESCRIPTION) Dana clicks Quizzes in the white menu, then Add Quiz, a blue button with a plus sign in the upper right. A popup reads, Choose Quiz Engine, with New Quizzes and Classic Quizzes listed. Dana selects Classic Quizzes. (SPEECH) That's a good question, Karen. If you imported the standards, they would not automatically be shared with all of the agencies because they're in different-- unless they're in the same instance. If they have their own instance, then they need to be imported by their admin. But OTAN can create the spreadsheets and share it so that they can upload it there, yeah. OK, so let's just take a Classic Quiz real quick. So we're going to create a Classic Quiz. Again, this is going to be our Outcomes Classic Quiz example, put in our instructions, create our questions over here. (DESCRIPTION) After clicking Submit on the Quiz Engine popup, Dana enters a title and placeholder instructions. She navigates from the Details tab above to the Questions tab. (SPEECH) Now, the thing with Classic Quizzes, you can create as many questions as you want, but your outcomes are going to be tied to all of those questions. And we all know that our quizzes assess different outcomes, different standards. So that's another reason why you might want to start using New Quizzes if you're not already. But I'm going to show you this just so that you can see. Again, it has to be graded. All of this other stuff you can do as you normally do. And if I save this so that I can look at the quiz itself not at the details, again, the three dots, Show Rubric, Add Rubric. (DESCRIPTION) Dana goes back to the Details tab, then scrolls down to a dropdown where Graded Quiz is selected for Quiz Type. She scrolls to the bottom of the page and hits Save. A warning box reads, This quiz is unpublished. Only teachers can see the quiz until it is published. On the completed quiz, Dana clicks the three-dot icon in the upper right, then clicks Show Rubric from the dropdown. In the popup that opens, she clicks Add Rubric. The editable rubric with Find Rubric and Find Outcome buttons appears once more. (SPEECH) And then again you can either create it, but it applies to all the questions in the quiz, or you can find a rubric. (DESCRIPTION) Dana clicks Find Rubric, then scrolls through her list of courses to Canvas Training 2024 and selects it. (SPEECH) I know it's in here somewhere. There we go, Canvas Training 2024. And then can come in here. And there's that Discussion rubric that I just created. And I'm going to do this Reflection rubric, OK? So it has 2.2, 2.1. And I'm going to click on Use this Rubric. So (DESCRIPTION) She selects Reflection from a menu to the right of the course list, then clicks Use this Rubric under the bottom left corner of the reflections rubric in the popup. (SPEECH) now I've attached that rubric to the quiz and all of the questions that I put in that quiz. And you can see that it has the two outcomes as well as the criteria. (DESCRIPTION) Dana mouses over the preview of the added rubric, which has two outcomes with target icons as its criteria. (SPEECH) Now, Classic Quizzes, let's come back into Quizzes. (DESCRIPTION) Dana Xs out of the rubric image, then clicks Quizzes again in the white menu. (SPEECH) And I'm going to create a New Quiz. (DESCRIPTION) She clicks Add Quiz in the upper right again. This time in the Choose a Quiz Engine popup, she leaves New Quizzes selected and clicks submit. (SPEECH) So this is where I'm going to do a New Quiz Outcomes Example and give it 10 points, whatever it is, put it in the assignment group that I want it to be in, and display the grade just as I would, otherwise, right? All of that is the same. (DESCRIPTION) Dana enters a title, enters 10 points in the points field, selects Assignments from an Assignment Group dropdown, then Points from a Display Grade in dropdown. (SPEECH) And then you can see that if I save this, it's not going to give me the options to attach a rubric because what you're going to do is come into the Build. (DESCRIPTION) She scrolls down to the bottom right corner of the page. A gray Save button sits to the right of a blue Build button. She clicks Build. (SPEECH) And the nice thing about New Quizzes, when I'm building a new quiz and I add a question and say it's a multiple choice, and I can put in my question and my response choices, do all of those options. (DESCRIPTION) On the Build page, Dana clicks a blue plus sign icon near the center to add a question. She selects Multiple Choice from an options popup. She scrolls over fields, like Add Question Stem. Under an Options section, she clicks an arrow on the Align to Outcomes section to expand it. (SPEECH) And here I can actually align this to the outcome-- and notice here's my course. Here's the group that I pulled in from my Canvas root level. And here are the ones that I put in myself. So say I want this one to be "Identify personal interests," so it's only going to track that question to this outcome. (DESCRIPTION) Dana clicks a large button under this section that says, Align Institution outcomes to this question. Browse and add outcome by clicking here. She navigates through folders, clicking 3.0 Career Planning and Management under Canvas Training 2024. The outcomes are displayed to the right. She checks a box next to the 3.1 outcome. She clicks Confirm Aligments in the bottom right. (SPEECH) And I can confirm, so we're going to come in here and put example 1. And we're going to give an answer of A, B, or C and get rid of that one. B is the correct answer. It's going to align to my Career Planning Management, and I'm going to click on Done. (DESCRIPTION) Dana enters placeholder info to create the question, leaving answer B selected. Under the Align to Outcomes section, the 3.1 Career Planning Management outcome is now listed. She clicks the blue Done button in the lower right. (SPEECH) So there's my first question. Now I'm going to put in an essay question, and this is my essay question example. Those are my prompts. (DESCRIPTION) Dana creates a new question, clicking the center blue plus button and selecting Essay from the options popup. The enters placeholder information in the fields to create the question. Check boxes under the options section say, Show on-screen calculator, Rich Content Editor, Spell-check, Show Word Count, and Set Word Limit. She mouses over them. (SPEECH) And I can set all of those how I would. And then this one I can align to a different outcome. (DESCRIPTION) She repeats the process to align the question with a different outcome, expanding the Align to Outcomes section, clicking the large button, and browsing through outcomes to select 3.1. (SPEECH) I'm going to have this one aligned to "Identify personal interests," or was that the one I already did? So you can-- and that's the nice thing is that you can align the questions to specific outcomes. And you can align to more than one. So maybe I want them to recognize the need for more complex problem. (DESCRIPTION) After confirming alignments, Dana aligns the question with another outcome, 1.1a, repeating the process again. (SPEECH) So now this one question is aligning to two different outcomes, which are different than the outcome that is aligned on the question before it. (DESCRIPTION) Dana clicks Done in the bottom right. (SPEECH) And so now you have much more granular detail and data on your students because of the ability to attach outcomes specifically to questions. Austin. SPEAKER 2: So if I already had a quiz, I can go back and add these outcomes if I wanted to just by clicking it and editing the question. DANA THOMPSON: Yeah, that's a good question. If you've already gotten students to take it, it may not assess them. I would try it. But if any students moving forward, yes, it would have to be assigned. SPEAKER 2: Yeah, that's what I was looking for. If I haven't assigned it, then I can just go in there and add it. DANA THOMPSON: Yeah. So now if the key to New Quizzes and then key to everything is you have to have your outcomes in there beforehand. So notice that when I add a new question, and I come here and I try to align outcomes, it only gives me the option to look at ones that I've already chosen. I don't have anywhere where I can create new outcomes, OK? And that's the same on all assignments, quizzes, discussions. So (DESCRIPTION) Dana creates a new matching question and repeats the process to align it with outcomes. She gestures over the folders of outcomes in the browsing window, pointing out that no option exits to create new ones. (SPEECH) you can create a rubric on the fly. And you can attach outcomes that are already in your course on the fly, but the key is the outcomes have to be in there first. So you notice that I added these outcomes before I went into the rubric. So that's why sometimes I refer to this webinar as outcomes and rubrics because you have to do the outcomes first. But you have to have the rubrics in order to attach the outcomes to your typical Assignments and Classic Quizzes and Discussions. Notice with the New Quizzes, you can have the outcomes and not have to attach it to a rubric. So that's the difference. But in all scenarios, you have to have your outcomes in there first. And if you are doing the import with a spreadsheet, give it 24 hours to populate. So when I put in my 3.0, I put it in and immediately had access to it. But if I were to upload these as a spreadsheet, they may not be immediately accessible. So you want to get those in ahead of time, 24 hours, to make sure that you have the ability to attach those to your New Quizzes. OK, so I'm going to click on Done and Done. No, we're going to cancel this one. So I have two questions. I'm going to click on Return. (DESCRIPTION) Dana exits the browsing window of outcomes, cancels the new matching question, and hits Enter. Now on her Quiz page, the recently created classic quiz and new quiz are listed. (SPEECH) And so that's my New Quiz Outcome Example. And when I come into grades, and I take a look at my Learning Mastery Gradebook, nobody's taken those quizzes yet, but I attached the-- I think it was 2.1. No, 1.1. So as soon as somebody takes that quiz, 1.1 will get data and 3.1 and 3.2 will get data because people will have taken those assessments. (DESCRIPTION) Dana goes to Grades on the white menu and scrolls rightward through the Learning Mastery Gradebook, mousing over outcomes across the top of the grade book, including 1.1a, and 3.1 through 3.3. She mouses over the 3.1 outcome, which already has some data from the Test Student's assignment graded in SpeedGrader before. Mousing over the outcome brings up the pie chart and details. The pie chart is currently all green, representing Near Mastery, according to the key, and reads, 100%. (SPEECH) But notice that it's only populating the outcome. And it's going to any assignment and person who completes an assignment that has 3.1 attached to it. It's going to change the colors for that outcome. It's not going to list. If you want to know what they got on the individual assignments, that's when you would toggle back to the Learning Mastery Gradebook. (DESCRIPTION) Dana uses the dropdown in the upper left to go back to the Traditional Gradebook. Dana goes back to her slide presentation, to a slide with a screenshot example of a rubric with one criterion. (SPEECH) And that's a lot. Let me come over here. So again, with the rubrics, it's an assessment tool for communicating expectations of what they need to complete for that assignment. Your rows define the different criteria. And the columns are the level of performance, the points that we'll go into the grade book. And you can attach a rubric to any quiz, assignment, or graded discussion. Not a New Quiz, OK? Just the Classic Quiz. (DESCRIPTION) In a screenshot on the next slide, a red line encircles the Add Rubric button below an assignment description. Slide text, How to Use 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. Rubrics can be added by finding an existing rubric in one of your courses, or by creating a new rubric. You can only add a rubric to assignments that use the Online or On Paper submission types. (SPEECH) And then you need to be on the Details page not in the Edit View to see that plus rubric on assignments and to see the three dots where you can grab that attach rubric on Discussions and Classic Quizzes. And again, only on paper or online we'll be able to attach a rubric to. (DESCRIPTION) The next slide shows a screenshot where the Find a Rubric button is circled in red, in the upper left of the editable rubric view. (SPEECH) And then you can either create a rubric on the fly, or you can find a rubric that's already in your account And they're saved in your course so that you can use them and you can create new rubrics on the Rubric page or directly from your Assignment or Discussion. So those are all the things that we covered. And then, again, here's that Learning Mastery Gradebook. So it shows you the outcome or the standard and then how your students are progressing towards that standard. (DESCRIPTION) Dana goes back to the slide with the screenshot of the Learning Mastery Gradebook, with color-coded scores for students across different outcomes. The next slide reads, Q&A and Evaluations. Please Submit Your Evaluations https colon backslash backslash evaluation dot tan dot us. Q and A. A QR code sits in the upper right corner of the slide. (SPEECH) That's the information that I have for you today on rubrics and outcomes. (DESCRIPTION) Text, OTAN ONLINE. Creating Outcomes/Rubrics in Canvas. Presenter: Dana Thompson, OTAN Subject Matter Expert. January 23, 2024. Text, OTAN. Outreach and Technical Assistance Network. Follow Us. Twitter /OTAN. LinkedIN /company/otan 2. Like Us Facebook /OTANServesAdultEducation. Subscribe. YouTube/OTANServesAdultEducation. Professional Development. News. Teach with Technology. Videos. TDLS. Online Resources. OTAN.US 916-228-2580. OTAN ONLINE.