Creating and Using Rubrics for Assessment 

checklist on a clipboard

A rubric is a scoring tool that breaks down the expectations for an assignment into grading criteria. Rubrics serve as a guide for students to complete an assignment successfully and as a measurement tool for instructors to determine to what degree students have met the assignment’s expectations. Rubrics are highly flexible and can be used for a wide variety of assessments. Besides instructor grading, rubrics can also be useful for peer review and student self-evaluation. This guide provides an overview of the different types of rubrics, considerations for creating and using them, as well as examples you can borrow from.

Table of Contents

Advantages of Using Rubrics

Using rubrics for assessment can benefit both the student and the instructor. Rubrics provide transparency in how an assignment will be graded, helping students understand their instructor’s expectations. For instructors, using rubrics can help ensure that their assignment’s grading criteria are aligned with course and assignment outcomes. Grading with a rubric can also increase consistency and objectivity, whether you are the sole grader or are working with a co-teacher or TA. Although creating a rubric requires an initial time investment, it can make your grading process more efficient in the long run.

Rubric Types and Components

Rubrics can be used to assess a wide range of activities – formative and summative assessments, written and oral reports, individual and group projects, and everything in between. Most rubrics list the criteria along the left side and performance level categories (e.g., “meets” or “does not meet” expectations) along the top, creating a matrix for scoring. Other rubrics may omit these performance level categories in favor of freeform comments. A rubric may or may not have points attached to each criterion, depending on how the rubric is being used to assess a student’s work.

Criteria

checklistA rubric defines the criteria used to assess an activity, project, or performance. On a typical rubric, the criteria are listed along the left side, and the document is divided into rows. The number of criteria a rubric contains will vary greatly depending on the complexity of the task being assessed and how granular the instructor would like the grade breakdown to be. A rubric for a simple activity might only have two or three criteria, whereas a rubric for a complex summative assessment might have ten.

Generally speaking, a rubric’s criteria should be:

  • Mutually exclusive. Criteria should not overlap with one another to avoid awarding or detracting points for the same category more than once.
  • Objective. Criteria should be measurable and rely on concrete, observable evidence. Try to avoid using subjective terminology like “interesting” or “good.”
  • Exhaustive. The listed criteria should cover all aspects that an assignment is designed to assess. Likewise, the point total for a rubric should match the point total for the activity.

Additionally, a rubric’s criteria should align with the assignment and course outcomes. As you develop a rubric, compare its criteria with the outcomes of the assignment. Are there any elements you need to assess that are not captured in the rubric? Are there elements in the rubric that are irrelevant to the assignment’s purpose? If you answered “yes” to either of these questions, consider revising your rubric’s criteria to more accurately reflect the assignment’s learning outcomes.

Performance Levels

Most rubrics are broken down into performance levels that describe the quality of a student’s work and/or the level of completeness. Like criteria, the number of performance level categories can vary greatly depending on the type of assessment and the preferences of the instructor. Including more performance levels allows for more granular grading, but also makes a rubric more complex. Performance levels are usually listed as a scale along the top of a rubric, dividing the document into columns.

Example Performance Level Scales

2 Performance Levels 3+ Performance Levels
  • Meets Expectations
  • Does Not Meet Expectations
  • Exceeds Expectations
  • Meets Expectations
  • Does Not Meet Expectations
  • Complete
  • Incomplete
  • Advanced
  • Proficient
  • Developing
  • Beginner
  • Yes
  • No
  • Excellent
  • Good
  • Fair
  • Poor
  • Unacceptable/Inadequate

Descriptions

If you include performance levels, you should also explain what these levels look like for each criterion. For example, if “organization” is a criterion for a written report, what exactly does “excellent” organization in a report look like? What about a paper with “good” or “fair” organization? These descriptions should clarify any ambiguity about the criteria and the performance levels, guiding students in their successful completion of the assignment.

Points

scoreboard

It is common for each criterion of a rubric to have a point value tied to it. The point values can be the same for each criterion, or they can vary if some criteria are a bigger contributing factor to students’ success on the assignment compared to the other criteria. If the rubric uses performance levels, each performance level should be assigned a point value as well. The highest performance level is awarded the maximum point value for a given criterion, with the rest of the performance levels assigned decreasing amounts of points accordingly.

If you’re not sure how to define point categories on a rubric, first determine the maximum number of points you’d like to award for a given criterion. Then, set a point value scale based on this maximum point value and the number of performance categories. Not every point scale will contain “0”, but if the criterion is something that a student could hypothetically earn no points on, you may want to factor that into your point scale.

You will also need to decide if you want each performance level to correlate to a single point value or encompass a range of point values. Using point value ranges allows for more flexibility in terms of scoring but it can also make grading more complicated than using set values. For example, if the “excellent” performance level is worth between 8 and 10 points, that allows you to assign a score of “9,” “9.5”, or any score that falls within that range when grading.

Example Point Scales

Let’s say you have a criterion worth 10 points and five performance level categories. Here are a few ways you could go about setting your point value scale depending on your grading needs. Notice that for the “Point Value Range” example there must not be any gaps or overlaps in the score ranges.

Set Point Values (Omitting Zero) Set Point Values (Including Zero) Point Value Range
Excellent: 10 pts

Good: 8 pts

Fair: 6 pts

Poor: 4 pts

Incomplete/No Submission: 2 pts

 Excellent: 10 pts

Good: 7.5 pts

Fair: 5 pts

Poor: 2.5 pts

Incomplete/No Submission: 0 pts

 Excellent: 10 > 8 pts

Good: 8 > 6 pts

Fair: 6 > 4 pts

Poor: 4 > 2 pts

Incomplete/No Submission: 2 > 0 pts

Using Rubrics Without Points

It is also possible to use a rubric without point values. If you’d like, you can grade students using just the performance categories or by writing freeform comments for each criterion. This can be useful for low-stakes formative assessments, in-class practice activities, and peer review exercises. Using rubrics without points also allows you to provide qualitative feedback for work graded on a complete/incomplete basis.

Recommendations for Using Rubrics

students adding post-it notes to a wall

In addition to the decisions outlined above regarding criteria, performance levels, descriptions, and points, here are a few recommendations to consider when using rubrics. These strategies can help you make the most out of rubrics as both a teaching tool and an assessment tool. Click on a suggestion to expand the accordion and read more.

One of the key advantages of using rubrics for assessment is that they can make your expectations more transparent to students. By sharing the rubric for an assignment in advance, students can use it as a guide to successfully complete the assignment. This practice is beneficial for all students but has particularly positive impacts for certain demographics that may require additional transparency in assignment directions, like first-gen students and neurodivergent students. 

There is quite a bit of research that supports the idea of involving students in the assessment creation process to enhance their engagement and learning (Stiggins & Chappuis, 2005; Lubicz-Nawrocka, 2018; ). One way to achieve this is by developing rubrics together as a class. This work can be done synchronously through brainstorming session during class or asynchronously through a discussion board or survey. By co-authoring rubrics with your students, you allow them to develop a deeper understanding of their own learning and the nature of assessment. If you’d like to learn more about this strategy, this model for collaborative rubric construction from the Journal of University Teaching & Learning Practice is a good place to start. 

Sometimes showing is more powerful than telling. In addition to providing written descriptions of your expectations within the rubric itself, consider providing a couple examples of what exemplary, satisfactory, or unsatisfactory work looks like. These could be resources that you’ve created, examples sourced online, or anonymized student work from a previous semester that you've received consent to use. Keep in mind that you can share just part of a work sample if you want it to serve as an example for a specific criterion. 

Although you can grade with rubrics in Microsoft Word or write out comments on paper, using the rubrics tool in Canvas has its own unique advantages. When you attach a Canvas rubric to an assignment or graded discussion, the rubric will also show up in SpeedGrader, making it very quick and easy to grade online submissions. To grade with a Canvas rubric, simply click a box for each criterion to indicate the student’s performance level. You can also type comments for each criterion. If you check the box “use rubric for assignment grading” when attaching a rubric to an assignment, Canvas will even auto-calculate the point total as you fill out the rubric. Plus, once you’ve built a rubric in Canvas, you can easily reuse it in any of your other courses. You can learn more about creating and using Canvas rubrics in the Canvas instructor guides or by setting up and consultation with CATL. 

Example Rubrics

Not sure where to start? See the examples below for rubrics for various assessments, projects, and disciplines. You might also consider using a GAI tool like Microsoft Copilot to speed up the drafting process.

Questions?

CATL is available for consultations if you have any questions about rubrics or are wondering how to create your own. Send us an email or fill out our consultation form to set up a meeting with a CATL member. Or drop us a comment below to let us know how you’ve rubrics in your own courses!

Additional Resources & Further Reading

Web Guides from Other Universities

Books

Articles and Research

Implementing Negotiable Grading Schemes

Article by Amy J. Kabrhel, Ph.D., Associate Professor of Chemistry & 2022-23 Instructional Development Consultant

For years I have seen students enter my courses on the first day of classes eager to engage with the course material who then slowly stop doing the homework but still perform well on the exams. I wondered if this was due to exhaustion, being overwhelmed with other demands on their time, or, frankly, just laziness. On the flip side, I have had students who rock it on the homework and fumble on the exams. I know they have learned the material being assessed but their ability to show me what they have learned via my exams is hindered. There are several reasons for this (undiagnosed learning disability, test anxiety, lack of sleep, etc.), but after 16 years of teaching in higher education, I have finally decided to make my course grading scheme more equitable for the wide variety of students I see in my courses. In Fall of 2022, I implemented a negotiable grading scheme in my CHEM 211 (Principles of Chemistry I) course as detailed below.

Negotiable Grading Scheme for CHEM 211
#1-Consistency Commander #2-Exam Rockstar #3-Quiz Master #4-Final Boss
Exams (4): 40% (10% each) 56% (14% each) 24% (6% each) 40% (10% each)
Final Exam: 15%

(equiv. to 1.5 exams)

 21%

(equiv. to 1.5 exams)

 9%

(equiv. to 1.5 exams)

 25%

(equiv. to 2.5 exams)
Online Homework

(42-lowest 2 dropped):

 20%

(0.5% each)

 5%

(0.125% each)

 40%

(1% each)

 15%

(0.375% each)
Pre-Lecture Quizzes

(37-lowest 7 dropped):

 10%

(~0.33% each)

 3%

(0.1% each)

 12%

(0.4% each)

 5%

(~0.17% each)
Discussion (4 graded): 5% (1.25% per graded week)
Project: 10%

#1–Consistency Commander: Tends to maintain consistent and successful study/learning strategies across the semester, appreciates the use of homework and quizzes to regularly check in and keep motivation up.

#2–Exam Rockstar: Prefers to spend time studying for exams, does not place a high priority on weekly check-in assessments (homework and quizzes).

#3–Quiz Master: Places a high priority on weekly check-in assessments (homework and quizzes) to regularly keep up with the material, places a lower priority on exams.

#4–Final Boss: Prefers synthesizing knowledge across the term and proving their knowledge acquisition at the end of the semester on the cumulative Final Exam, places a lower priority on weekly check-in assessments.

In this negotiable grading system, students select the grading scheme that best matches their abilities, learning preferences, time constraints, and anxieties. On the first day of classes last fall, I introduced these grading schemes, described each in a bit more detail, and then asked each student to fill out a small sheet of scratch paper with their name and their preferred grading scheme. I made it clear that they were not locked into this scheme on Day 1 but that by reflecting on their choice at the beginning of the semester, they knew where to focus their efforts. After Exam 2 (approximately halfway through the semester), we revisited the grading schemes, and students locked in their scheme for the semester.

On Day 1, half of my students picked #1-Consistency Commander and the other half picked #3-Quiz Master. This did not surprise me since a large number of students have some form of test anxiety. However, after seeing their exam scores on Exams 1 & 2, which were quite good this fall, and seeing how a few of them had started not completing the homework and pre-lecture quizzes on time, a few students switched to #2-Exam Rockstar. After the Final Exam, I calculated each student’s final course grade in each grading scheme (easily done via Excel) and found that most students had picked the scheme that best matched their skills and learning preferences. A few, however, had a higher grade in a scheme different than the one they had selected. I discussed this with them (via email or in person) to help them reflect on their metacognition and to help them get a better sense of their strengths (and weaknesses) as a college student. They were very appreciative of this, and I believe this will help them realize where they may need to focus more of their attention in courses that do not use negotiable grading schemes.

This spring semester, I am using a similar negotiable grading scheme in my CHEM 212 (Principles of Chemistry II) course. Most of my CHEM 212 students took CHEM 211 with me last fall, so they were anticipating this grading system, and when I introduced it on Day 1, they were very thankful. Many of them stated that they wished more of their professors used this system, which is what prompted me to write this blog post. I think negotiable grading schemes are a wonderful way to make your course more accessible and equitable to our students who come from varying backgrounds with unique skill sets that speak to some assessment types more so than others. In addition, negotiable grading schemes give students agency in your course and a feeling that they have more control over their course grades. They can more easily balance their workload and put their efforts into the assessments that matter most to them. As you can see from my schemes presented above, all assignments are still included in each overall scheme; it is their weight that changes. In some cases (e.g., Discussion and Project for my course), the assessment is too important for it to have varying weight from scheme to scheme. This can express to students the value of certain assessments.

One minor drawback is that Canvas can only show one grading scheme. I chose #1-Consistency Commander for the scheme I put in my CHEM 211 Canvas page. This means students who chose a different grading scheme had to see me (or email me) to know what their current grade was on their chosen scheme. Thankfully, if you keep your Excel grade book up to date, this is not too difficult to communicate to those students.

Overall, I found this method of grading liberating for students and wonderful for student-instructor rapport. As mentioned, I am using this method in Spring 2023, and I plan to continue using this method in most of my courses from now on. If you have any questions for me about negotiable grading scheme, I would be more than happy to chat with you about them.

Steps Towards Assuring Academic Integrity

Article by Nathan Kraftcheck.

A common initial concern I often hear when meeting with new distance education instructors is how to prevent cheating and plagiarism. How can they ensure the rigor of their assessments? Although there is not a 100% successful strategy that one can adopt, neither is there a 100% successful strategy for eliminating cheating during in-person assessments (Watson & Sottile, 2010). However, we still strive to limit academic dishonesty to the best of our abilities. I’ve provided some practices below that you may find useful in both reducing the opportunity for students to commit academic misconduct, and their motivation to do so in your class.

Quiz and exam building strategies to save time and reduce cheating

One way in which online instructors reduce time spent grading is through online quizzes and exams. Systems like Canvas have allowed for automatic grading of certain question types for many years (open-ended manually graded questions are also available). Depending on an instructor’s goals, course objectives, and discipline, automatically scored online quizzes and exams can be a useful tool.

  • As a formative learning activity in itself—a way for students to check their own learning in low-stakes assessment.
  • As a replacement for other low-stakes work. This can be useful in offloading discussion board fatigue that many students cited over the Fall of 2020.
  • As a method to assess foundational knowledge that is necessary for future work in the major or program.
  • As a manageable way to assess a large number of students.

Decorative icon of a stopwatchWhen including online quizzes and exams in a course, the ability for students to look up the answer is always a concern. Instructors may be tempted to direct students to not use external materials when taking their assessment. Unfortunately, just asking students not to use such material is unlikely to find much success. A more common, practical approach is to design the quiz or exam around the fact that many students will use external resources when possible.

  • Allow multiple attempts.
  • Consider drawing questions from a pool of possible questions. This can allow the students to engage with the same concept, framed differently, helping them work on the underlying concept instead of mastering a specific question’s language.
  • Let students see the correct answer after the quiz or exam is no longer available. This can help if you'd like to allow your students to use their quiz or exam as a study guide.
  • Draw questions from a pool of possible questions—each student will have a randomized experience this way and depending on how large the pool is, some students may not see the exact same version of the questions (assuming different wording across questions that measure the same concept).
  • Shuffle the order of possible answers.
  • Limit how long the quiz or exam is open if you want to mimic a closed-book assessment—don't allow students time to look up all the answers.
  • Let students see the correct answer after the quiz or exam is no longer available. This can help if you'd like to allow your students to use their quiz or exam as a study guide.
  • Only show one question at a time—this can limit a student's ability to look up multiple questions at once and also limit their ability to share the questions with a friend.
  • Set availability and due dates for your quizzes or exams.
  • Modify your questions slightly from semester to semester. Do this for 100% of your publisher-provided questions—assume copies of publisher questions and their answers are available online for students to look up.

For more detailed information on these items, please look at this page for guidance.

Less high-stakes assessment and more low-stakes assessment

It’s fairly common for teaching and learning centers to promote an increase in the use of lower-stakes assessments and a decrease in the higher-stakes assessments. This might seem counterintuitive because more assessments could mean a greater opportunity to cheat, right? It may also seem like additional work since students would be required to take assessments more frequently. However, there is good reason to advocate for more frequent, smaller assessments.

  • Students have a better understanding of how well they grasp discrete topics.
  • Students will know earlier if they’re not doing well, instead of at the first midterm.
  • Students learn from recalling information—a quiz can be more effective than just studying.
  • Students learn more through repeated assessment in comparison to one assessment (Brame & Biel, 2015; Roediger & Butler, 2011).

“Done” / “not done” grading

For low-stakes formative student assignments, consider adopting a done/not done approach. This could take the form of any assignment you could quickly assess for completion, for instance, a brief reflective or open-ended written assignment submission or discussion post. By keeping the activity brief and focused, you’ll be able to quickly assess whether it was done correctly while allowing students to re-engage with class topics by making meaning from what they’ve learned.

From the University of Waterloo:

  • What new insights did I develop as a result of doing this work?
  • How has my perspective changed after doing this assignment?
  • What challenges to my current thinking did this work present?
  • How does work in this course connect with work in another course?
  • What concepts do I still need to study more? Where are the disconnects in my learning?

Working up to larger projects and papers

Decorative icon of an increasing chart.For larger, summative projects that by their nature dictate a large influence on final course grades, consider breaking up the project into smaller steps (Ahmad & Sheikh, 2016).

For a written paper assignment, an instructor could:

  • Start by asking students to select a topic based on a parameter you provide and find source material to support their topic.
  • Students submit their topic description and source material as an assignment. Grade as complete/incomplete and provide guidance if necessary on topic and/or sources.
  • Ask students to create an annotated bibliography.
  • Students submit an annotated bibliography to an assignment. Grade as complete/incomplete.
  • Create a discussion in Canvas where students can talk about their topics (assuming they're all somewhat related). Grade as complete/incomplete.
  • Ask students to create a rough draft. Utilize peer grading in Canvas to off-load grading and include student-to-student communication and collaboration.
  • Students submit a second draft or final draft. Grade with a rubric.

By asking students to select their topic and work through the writing process on a step-by-step basis, the instructor can see the process the student takes through the paper’s development, and students are not able to procrastinate and thus won’t feel pressured to plagiarize someone else’s work (Elias, 2020) as they’re already doing most of the work anyway. This process also discourages plagiarism as there is not as much of an emphasis on the finished product, as the possible score is distributed across multiple activities (Carnegie Mellon University).

Built-in flexibility

Dropping lowest scores

Another way to reduce the appeal of cheating in courses is to offer some flexibility in grading (Ostafichuk, Frank & Jaeger). This can take many forms, of course, but one common to classes using a learning management system like Canvas is to drop the lowest score in a grouping of similar activities. As an example, an online instructor might have a Canvas Assignment Group containing all of their graded quizzes. The instructor can then create a rule for that Assignment Group which will tell Canvas how to calculate scores of the activities inside. For example, the instructor might set the Assignment Group to exclude each student’s lowest score in that group when calculating the final grade. The quiz score that is dropped varies from student to student, but each would have their lowest score dropped.

Student options

Building off the concept of dropping the lowest score students achieve from a group of assignments, you can also use this functionality to build in student choice. For example, if you have more than two discussion activities in your class that meet the same learning objective, consider letting students select the one that they want to participate in and then “drop” the other.

Late work leeway

Another option for flexibility is to set the “due” dates for your graded activities but leave the “available to” date empty or make it the absolute last date and time you would accept submissions. This will allow your students to submit their work beyond the due date and have it flagged as “late”, but also reduce the likelihood of a student cheating on an assignment if they’ve procrastinated or otherwise fallen behind in their coursework. You can also create late work grading policies within Canvas that automatically deduct a percentage of possible points on a daily or weekly basis.

Make use of rubrics

Decorative icon of a rubric.  Research has shown that rubrics are effective tools in shining light on the most important elements of an assignment, setting student expectations for quality and depth of submitted work, and simplifying the grading process for instructors (Kearns). By making a rubric available ahead of time, students have another opportunity to see how their work will be graded and what crucial elements they should include. They can also address equity issues between students, leveling the field between students whose education has prepared them to succeed in college versus those who have not (Stevens & Levi, 2006). Some instructors have found that using rubrics reduces their time spent grading, possibly because of the focused nature of what is being assessed (Cornell University; Duquesne University).

Canvas has built-in rubrics that can be attached to any graded activity. Rubrics are used mostly in Canvas Assignments and Discussions. They can be added to quizzes but aren’t used in the actual grading process for quizzes and would be used as guidance for students only. To learn more about rubrics, take a look at this rubrics guide by Boston College. There’s also a more task-oriented guide from Canvas, available here.

What do you think?

What techniques have you found useful in limiting academic misconduct in your classes? Let us know by dropping a comment below!

So You Want to Be Flexible: Canvas Can Help

Article by Luke Konkol

In a time when students might require extra flexibility, it’s important to remember that it should not come at the expense of instructor bandwidth. Providing extensions on student work, alternative assignments, or dropping work can have a positive impact on students, but how can we best find the sweet spot between an inflexible structure and ‘anything goes’? Some answers lie in Canvas features. In this post, I’ll share a few ideas of how you might set up Canvas for your own benefit, in addition to students’.

“I Just Need a Little More Time.”

By default when you make a Canvas assignment, it’s assigned to every student and the due dates apply accordingly. However, you can also get specific and assign different dates to individual students. It’s easy to get lost in a sea of emails asking for extensions, and masses of sticky notes and spreadsheets suggest that no method of tracking them has been totally effective. By updating the assignment dates for each student who gets an extension, Canvas will track this for you and the student alike.

Some instructors also don’t realize how late work shows up on the student side. When work is late, Canvas is overly clear, marking it with a big red “LATE”. This can be off-putting to otherwise achieving students—especially when the work is not actually late. Adjusting a student’s individual due date means their work will only be marked as late if it is submitted past their specific due date.

A Usable Gradebook

An indication of ‘late’ work also shows up in your gradebook. Unfortunately, Canvas doesn’t make their cacophony of symbols and highlights transparent anywhere within the gradebook itself, so those individual cells just turn into noise. This is less true if you can use these features of the gradebook to their full potential. One first step is using individual due dates as described above; when you do, the highlight for “late” work starts to mean something.

Excusing and Dropping

Canvas grading is also not as “all or nothing” as it first appears. What seems like a flaw can work to our advantage: anything un-graded does not count against students in the way a zero would. But it’s sometimes difficult for students (and the future you) to interpret this lack of data. Canvas has thought this one through. You can make it explicit which assignments will not be counted towards a student’s final grade by marking such assignment as “excused”.

Excusing work is a good option if the dropped score doesn’t apply to everyone, but what if you want to discount a graded item for the entire class? You can tell Canvas to drop certain assignments, such as the lowest in an assignment group, by setting up assignment group rules. The thing to remember is to enter those zeroes for missing assignments—otherwise Canvas will drop the lowest scored assignment instead.

Assignment Groups

In fact, there are several tricks you can use so the Canvas gradebook tracks scores but assignments ‘count’ differently. For example, some instructors prefer to manually assign scores elsewhere but still want Canvas to serve as the interface for student work. A rather extreme example (using labor-based grading) can be found here. Whenever you use unconventional grading methods, the key is to be transparent with students about what Canvas (and you) are doing. This guide on group weights is enough to get you started on this advanced topic, but we recommend setting up a CATL consultation if this is something you’d be interested in exploring further.

The Learning is in the Doing “So Far”

These tips demonstrate the way in which, at first blush, Canvas seems to focus its flexibility on the student side of the equation. This is to say, instructor errors (like forgetting to enter a zero) seem to unduly benefit the student. But these effects are just symptoms of a wider philosophy underlying the way Canvas works. Like any learning management system, Canvas is based on the idea that a certain transaction is taking place, but instead of focusing on a raw accumulation of points (like other LMSs) Canvas’s approach to scoring is a reflection of how students are doing “so far”. If a student only does one of ten assignments but does it well, Canvas tracks this as success.

What does this do for us? For me, it clues us into a different way to think about student progress—and one that speaks directly to students achieving objectives. If we want students to be able to X, why have a dozen assignments asking them to do so if they succeed in doing it in two or three? Despite a distaste for ‘busy work’ shared by instructors and students alike, it tends to creep into the online environment. The silver lining is that the boost in remote learning (where the necessity that we clearly articulate the work we expect from students is highlighted) has revealed the craving we all seem to have for objective-centered student work.

A Note on Objectives

So, you want a student’s grade to reflect their meeting objectives instead of a raw accumulation of points. Now what? That’s a good question—and the answer is bigger than we’ve got the space to address here. My temporary answer is a cop-out: keep your objectives in mind as the driving factor for using the techniques I’ve provided above.

But give it some further thought. If this idea of objectives-based grading is intriguing to you, consider that Canvas has a spot for you to create outcomes and that you can then attach these outcomes to assignments.

As if this weren’t enough, Canvas even has an alternative gradebook based on what they call “learning mastery” which tracks this very thing using benchmarks for mastery you set. I didn’t advertise this above because the focus of this post is on practical action you can take now to save yourself some work, but if this is something you’d like to explore further, please don’t hesitate to schedule a consultation!

What Do You Think?

How do you manage flexibility in your courses? What Canvas (or other) ‘hacks’ do you have to share with your colleagues? Let us know below! I’ve also been thinking a bit lately about how some of these practices (e.g. objective-based grading) might be worth keeping around even once things “go back to normal”. I’m curious to hear from you on this. How have your grading practices changed? Is there anything you’ve started doing that you plan on keeping going forward?