Filtering Canvas Grades to Only Show SURF Enrolled Students

By default the Grades tool will display all users in the roles Student, Sample Student, Tutor, Evaluator, and WC SI Leader in your Canvas course. This can make grading difficult as the additional roles will mix in alphabetically with your SURF Enrolled students.

For ease of grading, you can filter your grade book to only display SURF enrolled students.

From within Canvas:

  1. Click on Grades

    Step 1 Grades Filter

  2. Select the View drop down
  3. Select Filters
  4. Select Sections

    Step 2, 3, and 4 of Gradebook Sections

  5. Select the All Sections drop down
  6. Select the section number that ends in -SURF

    Step 5 and 6 Gradebook Sections

To display only users in the roles Sample Student, Tutor, Evaluator, and WC SI Leader

  1. Select the section number that end in -OTHER to view only non-SURF enrollment types.

Other Section in Gradebook

To display all users together in Grades

  1. Select All Sections to view all enrollment types in the Grades sheet.

All Sections in Gradebook

New Quizzes (aka Quizzes.Next) in Canvas

Quizzes.Next was the original name given to Canvas’s alternative quiz/test assessment engine introduced in 2018. As of summer 2019, Canvas has begun referring to this tool as “New Quizzes.” Although originally it was expected that Quizzes.Next would completely replace the original Quiz tool by early 2019, it is no longer clear when this might happen.

Teachers can use Quizzes.Next to create assessments using a variety of question types, including some unavailable in the original Quiz tool. Quizzes.Next assessments are a particular type of Assignment rather than a distinct tool.

Locate New Quizzes in Canvas

  1. Click Assignments in the Canvas course menu
  2. Click the +Quiz/Test button near the top right of the screen.

Quizzes.Next

Getting Started with Quizzes.Next

FAQs and Known Issues

As of summer 2018, Quizzes.Next is in Beta. You may find a few issues as you begin to work with this tool. Check the FAQ and Known Issues, and contact Canvas Support to report issues and get help.

 

Academic Integrity and Canvas Exams

Though cheating is certainly not unique to the online environment, many instructors have  reasonable concerns about opportunities for students to cheat online. These concerns may include:

  • inappropriate access to resources when completing an online assessment
  • copying answers or text found online
  • sharing answers with other students
  • contracting with a third party to complete online classwork

There are many approaches to decreasing the likelihood or ability for students to cheat in the online environment.

Course Redesign ideas:

  • Consider including more formative assessments and activities, and making high-stakes objective assessment a smaller portion of the overall course grade.
  • Get to know your students to help them be more personally invested and to help you recognize individual student voices.
  • Integrate and encourage student use of institutional support resources such as tutoring as part of the learning process.
  • Design assignments that enable/require students to include unique, personally meaningful perspectives and details.
  • Consider combining or replacing objective tests with other methods of assessment, such as projects, collaborative work, writing assignments, and personal reflections.
  • Consider designing tests as open note/open resource so that you do not get caught in an “arms race” with students.
  • Multiple choice and essay questions requiring application of skills and knowledge rather than simple factual recall are harder to cheat on.
  • Consider requiring students to turn in drafts of projects and written work (for feedback from instructor and/or peers) well in advance of a final due date.
  • Include a variety of student-to-student interactions and group activities. For group work, ensure that assessment practices don’t allow non-contributing students to receive the same grade as other group members.
  • Alter assignments and tests from semester to semester.

Proctoring: For objective assessments critical to the learning outcomes for an online course, consider using the MiraCosta Proctoring Center. For students at a distance, the Proctoring Center can help to establish proctoring in other locations. [Note: during spring 2021, the Proctoring Center will have limited availability. Consider using Zoom to proctor objective online assessments yourself.]

Code of Conduct and Instructor Leadership: Discuss with students the reasons why academic integrity is important. Emphasize the benefits (and pleasures!) of truly engaging with course material and learning, rather than focusing on grades. Have students sign or even jointly develop a statement summarizing the expectations and requirements for academic honesty. You might also refer to MiraCosta’s

  • Standards of Student Conduct, AP 5500
    Students must refrain from engaging in … Cheating, plagiarizing, or engaging in other academic dishonesty
  • Academic Integrity policy, BP 5505
    MiraCosta College highly values academic integrity. At the core, this means an honest representation of one’s own work. MiraCosta College also promotes the approach that education is best accomplished as a cooperative, collaborative enterprise in which students are encouraged to work with and learn from each other. The line between academic integrity and collaborative education is not always easy to define and may vary from one discipline to the next and from one instructor to the next. Many aspects of cheating and plagiarism are universally recognized, while others are subject to debate. This policy provides some broad, general guidelines and allows instructors to be more restrictive according to their preferences and practices. Examples of academic dishonesty include but are not limited to:
    A. Cheating: Copying from another student or using unauthorized aids or persons during an examination.
    B. Plagiarizing: Copying someone else’s work or ideas and misrepresenting them as one’s own.
    C. Falsification: Making up fictitious information and presenting it as factual or altering records for the purpose of misrepresentation.
    D. Facilitation: Helping another student to cheat, plagiarize, or falsify.

You might include a question on exams that has students agree to the code of conduct and/or that has students indicate that they have completed the exam on their own without using prohibited resources.

Making Canvas Exams More Secure

When conducting tests through Canvas, the following methods can further reduce the risk of cheating. Note that as of fall 2020, Canvas has two different tools for conducting tests – Quizzes (the original) and New Quizzes. New Quizzes is still being developed; at this time it has both advantages and limitations (view a comparison and/or a New Quizzes FAQ) compared to the original Quizzes tool, but it is expected to eventually fully replace the original Quizzes. Canvas guides for both Quizzes and New Quizzes are given for each item below as applicable.

  • Availability Window – Restrict the availability of the test to a specific date/time range. Quizzes | New Quizzes
  • Time Limits – Limit the time a student can spend on a test once they start it. Quizzes | New Quizzes
  • Disallow Multiple Attempts – Multiple attempts is a great option for a “mastery” quiz where you want students to retake it until they achieve a certain level of proficiency; this isn’t typical of a summative, high-stakes assessment. Quizzes | New Quizzes
  • Delay Per-Question Feedback (Quizzes only) – Providing students feedback on each question can help them learn; delaying the availability of this feedback until after the test availability window is over can help ensure the integrity of the exam. Quizzes [As of spring 2020, if feedback is built into a New Quizzes assessment, it is provided to students immediately and cannot be delayed.]
  • Answer Randomization – Answers to multiple choice questions can be randomized/shuffled so they are presented differently for different students. (Note: In Quizzes this is one setting for the entire quiz; in New Quizzes this is a per-question setting.) Quizzes | New Quizzes
  • Present Questions One at a Time – This can make it more difficult for students to “collaborate” if questions are also randomized. An additional option can prevent students from going back to previous questions, which can further strengthen the integrity of the exam, but can also frustrate students who legitimately realize they made a mistake on a previous question and wish to correct it. Quizzes | New Quizzes
  • Shuffle Questions (New Quizzes only) – This will present the quiz questions to students in random order. New Quizzes
  • Question Randomization with a Question Group/Item Bank – Drawing questions randomly from a pool (or pools) can make it even more difficult for students to productively share questions during an exam. Keep in mind that if your pool contains more questions than the number of questions you are drawing from the pool to go into the exam, you need to be careful about maintaining consistency of the questions within the pool (both in terms of outcomes measured and difficulty of the questions). Quizzes | New Quizzes
  • Calculated (Formula) Questions – Formula questions can include a range of values for one term/variable. Thus, the same question will have unique answers across different quizzes, but the question can still be auto-graded. Quizzes | New Quizzes
  • Require Presentation of ID – if you are not using a physical proctoring center, but you would like students to demonstrate that the person taking the test is the person enrolled in your class, one suggestion is to have students record a brief video holding a picture ID next to their face. If you use Proctorio, this step can automatically be included when enabling video proctoring; if you don’t, you could add an Essay question that directs students to access their webcam through the Rich Content Editor and record this. Of course, this requires students to have a webcam (and still wouldn’t prevent the student from doing this, then having someone else complete the rest of the exam). Quizzes | New Quizzes
  • Restrict Computer Activity During Exam – Technology such as Proctorio enables faculty to require that student’s computer and browser are “locked down” during an exam, preventing students from opening other browser windows or applications, taking screen captures, etc. This requires specific technology on the student computer. Note that Proctorio works only with Canvas Quizzes, not New Quizzes.

Zoom old Conferzoom

Zoom Logo

Zoom provides a reliable, easy-to-use, mobile-friendly tool for live, recordable online presentations, meetings, and discussions with audio, video, chat, screen sharing, polling, and more. It can be used within Canvas or independently.

Zoom and is available to all faculty and students at no charge. Faculty need to sign in to Zoom with their MiraCosta College Login and Password via the SSO link to obtain unlimited pro (“licensed”) access to all features of Zoom, including:

  • Unlimited meeting lengths and very large numbers of attendees
  • Recordings “in the cloud” so that you do not need to manage large files of your recorded meetings
  • Auto-transcription of your cloud-based Zoom recordings

Zoom Support

(UPDATES Needed here)

  • Sign Up – Free for MCC Faculty. Sign up through CCC Tech Connect – not Zoom.us – with your @miracosta.edu email address. If you already have a basic Zoom account through Zoom.us, it’s important to contact TechConnect support to request an upgrade so you have access to the pro features of Zoom mentioned above.
  • CCC Tech Connect conducts one-hour Zoom training sessions from 12–1 p.m. on Mondays, Wednesdays and Fridays and 9–10 a.m. on Tuesdays and Thursdays. To participate in a training, please send a request to support@ccctechconnect.org
  • User Guides
  • Support
  • Downloads (Client app, mobile app, browser and Outlook plug-ins)
  • More information about ConferZoom

MiraCosta Zoom how-to videos from faculty

  • Teaching with Zoom (Fall 2020 workshop) – CSIT faculty member Rick Cassoni provides a 1-hour overview of Zoom, from the beginnings of signing up for a Zoom account, to recommended settings within your account and creation of meetings, to the basics of using Zoom for both live and recorded online instruction.
  • Connecting with Students in Zoom (Spring 2020 workshop) – Letters faculty member curry mitchell shares a few simple activities and methods for scaffolding an interactive, collaborative Zoom workshop with students.  curry also discusses flexible and compassionate practices–such as attendance policies and creating asynchronous means for participation–to ensure we’re using Zoom to help each other. (Note, this session included 10 minutes in breakout rooms but the recording was not paused, so you can skip from when that happens at around minute 39 ahead to minute 49 of the recording.)
  • Sharing your iPad screen on Zoom – Math faculty member Angela Beltran-Aguilar demonstrates in this short (under 3 minutes) video how to use an iPad as your sharing source for teaching with Zoom.
  • Capturing a separate screencast of a Zoom session – Psychology faculty member Robert Kelley demonstrates in this very short (under 2 minutes) video how to capture a portion of a Zoom session, excluding student participants, in order to be able to share the recording more widely without FERPA concerns.

Once you have the basics of using Zoom down, review a two page document from Jim Julius full of tips and techniques for using Zoom effectively for teaching.

Zoom Teaching Tips: Inclusion, Security, and more

Captioning for ConferZoom

  • Zoom cloud recordings auto-transcribe and caption recorded Zoom sessions within a few hours (typically) of completion of the recording. Zoom’s interface makes it easy to fix up the captions so they are fully accurate.
  • If you have a student who requires live captions and you are using Zoom, please contact MiraCosta DSPS.
    • You will need to make a one-time change in your Zoom account settings to enable live captioning, and at the start of each Zoom session with captioning, you will need to assign the captioning role to the proper person in your meeting. See directions for both.

MCC Canvas Tutorials & Articles

 

A collection of MCC specific tutorials & articles can be found below, or search for a topic in the search box in the top right corner of this website. The official Canvas Guides are a great source of tutorials on all Canvas features for instructors. You may also be interested in MiraCosta’s general Canvas Information & Resources page.

Accessibility

Assignments

Calendar

Communication Tools

Content / Course Design

Google Docs

Grades

LTI Tools

People

Start / End of Semester

Support

 

Return to Canvas Information & Resources

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