Canvas Five Year LMS Accreditation Reporting Using Rubrics and Assignments
DOI:
https://doi.org/10.33423/jhetp.v23i3.5866Keywords:
higher education, canvas, learning management system, accreditation, reporting, rubrics, assignments, student learning objective, student learning outcomes, performance enhancements, performance trajectory, documented improvements, pedagogical tracking, program learning outcomes, automated performance reporting, performance related measurements, consistent reporting, data accumulation, data analyzed, data extract, pivot data, assurance of learning, closed loop reporting, quality improvement, assignment objective evaluation, SACSCOC, AACSB, SACSAbstract
There is a surprisingly large gap between measuring inputs to a program and outputs from that program. Accreditation requirements have added an increasingly burdensome workload to degree-plan and course administration. The ease with which one can design assignments and their corresponding rubrics does not freely translate to assessing student response to those assignments. The challenge is to deploy assessment tools that are easy to understand, administer, deploy, and learn from. This paper focuses on the assessment of assignments evaluated by detailed rubrics. We describe tools and processes that enable us to examine years of data at a granularity not directly supported by our LMS.
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Published
2023-03-07
How to Cite
Shepherd, I., Reeves, B., & Pope, D. (2023). Canvas Five Year LMS Accreditation Reporting Using Rubrics and Assignments. Journal of Higher Education Theory and Practice, 23(3). https://doi.org/10.33423/jhetp.v23i3.5866
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