Abstract
Programmatic and institutional assessment initiatives have emerged and continuously evolved across higher education institutions through the early part of the twenty-first century. These initiatives have stemmed from a growing emphasis on assessing the quality of learning that occurs throughout the collegiate education. An assessment process that involves faculty and staff collecting, analyzing and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit. Unfortunately, such a process sometimes results in apathy and dissention. Technology has provided solutions that can remove the tedium and time-consumption from student learning assessment. The purpose of this article is to provide a thorough understanding of the assessment capabilities and data-collecting automaticity processes of Canvas. Provided are examples of ways to extract and disseminate Canvas data to be used for decisions making. The article includes (a) the structure of Canvas, (b) steps for how to set up Canvas for collecting student achievement data directly from coursework and sortable by outcomes and associated criteria, (c) strategies to export data from Canvas, and (d) ideas for visualizing outcome data.
Highlights
Programmatic and institutional assessment initiatives emerged and continuously evolved across higher education institutions for the past twenty years (Dudley, 2005; Muñoz, Jaime, McGriff, & Molina, 2012). These initiatives stemmed from a growing emphasis on assessing the quality of learning that occurs throughout the collegiate education
Developing an assessment process within this paradigm requires an institution to clearly define the expected learning that is to result from successful completion of higher education
An assessment process that involves faculty and staff collecting, analyzing, and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit
Summary
Programmatic and institutional assessment initiatives emerged and continuously evolved across higher education institutions for the past twenty years (Dudley, 2005; Muñoz, Jaime, McGriff, & Molina, 2012). An assessment process that involves faculty and staff collecting, analyzing, and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit. Such a process sometimes results in apathy and dissention and remains “an elusive endeavor fraught with resentment and misgiving” (Muñoz, Jaime, McGriff, & Molina, 2012, p.34). It has the capability to collect achievement scores for learning outcomes based upon assessable criteria from assessment tasks embedded in courses and other opportunities through which students demonstrate proficiencies. When a scoring device is used with an assignment, the scores can be automatically collected at a program, college, or institution level This process can occur simultaneously with assignment and course grading. Many educational institutions use the Canvas LMS, many do not know how to take full advantage of its assessment capabilities
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