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Learning Management System for Schools

Drive exemplary educational and extracurricular outcomes for your exceptional students.

A Holistic Learning Experience Management Solution

Blackbaud LMS software helps your educational team support the entire student journey — from mastering academic concepts to engaging in extracurricular activities.

Hundreds of K-12 private schools and higher education institutions are benefiting from Blackbaud’s learning management solutions and optimization services. Read their stories and more in our customer story showcase .

Team Communication Management

Teachers and administrators appreciate the ability to create, collaborate, and convey messages all in one place – freeing up more of their time for educational priorities. Combined with Blackbaud’s Student Information Management System , school personnel have a 360-degree view of student data.

With Blackbaud’s solution for learning management, you’ll:

Increase engagement with a mobile friendly application that allows staff and faculty to communicate and collaborate anywhere, anytime

Boost efficiency with automated grading and streamlined communication tools

Elevate student outcomes with dynamic learning resources and interactive assignments

Academic Course Management

Designed for multitasking faculty and on-the-go students, Blackbaud’s course management system works responsively on phones, tablets, and desktop browsers.

Boost efficiency with Gradebook shortcut keys, bulk comments, and rubrics

Maximize student productivity with the Assignment Center

Innovate with interactive assignments—including online submissions, assessments, and discussions—empowering faculty to assess students in multiple ways

Athletic Team Management

Enable students to view their sports schedules and notifications in the same online app as coursework.

Attach location directions to game and practice schedules equipped with one-click cancellation notifications

Message roster members with updates and reminders

Give athletic directors complete control of game and practice schedules as well as location and transportation management

Advising and Activity Management

Easily create advising, activity, residential, and community pages to streamline communication among group members.

Provide advisors and students a forum to discuss performance, course requests, and other activities

Allow organizations, such as student government, to create and manage their own news, events, and announcements

Easily query the database to create smart groups

A+ Learning Management Solution

The best learning management system software has:

Integrated data flow from the enrollment management system

Wide-ranging communication tools for students, teachers, advisors, and coaches

Profile syncing with fund accounting and fundraising management software

Blackbaud provides the only true all-in-one LMS cloud solution.

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for Education

• Google Classroom
• Google Workspace Admin
• Google Cloud

Google Classroom is turning 10. Find out what we've learned and what we're doing next. 🎉

Easily distribute, analyze, and grade student work with assignments for your lms.

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

• Get started
• Explore originality reports

Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

Trust in high security standards

Protect student privacy — data is owned and managed solely by you and your students

Provide an ad-free experience for all your users

Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

Product demos

Experience google workspace for education in action. explore premium features in detail via step-by-step demos to get a feel for how they work in the classroom..

“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

Classroom users get the best of Assignments built-in

Find all of the same features of Assignments in your existing Classroom environment

• Learn more about Classroom

Explore resources to get up and running

Discover helpful resources to get up to speed on using Assignments and find answers to commonly asked questions.

• Visit Help Center

Get a quick overview of Assignments to help Educators learn how they can use it in their classrooms.

• Download overview

Get started guide

Start using Assignments in your courses with this step-by-step guide for instructors.

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Teacher Center Assignments resources

Find educator tools and resources to get started with Assignments.

• Visit Teacher Center

How to use Assignments within your LMS

Watch this brief video on how Educators can use Assignments.

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Turn on Assignments in your LMS

Contact your institution’s administrator to turn on Assignments within your LMS.

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Explore a suite of tools for your classroom with Google Workspace for Education

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SPRINGFIELD PUBLIC SCHOOLS

Student Assignment Services Center

School Selection Process 

January 1 7 , 2024 (first day) - February 16, 2024 (last day)

SPS Portrait of a Graduate

FORMER PROCESS

This process has historically been referred to as the B alloting P rocess.  Each year, within 6- week period in January and February, families would ‘ballot’ for high school and/ or magnet schools.  There would be a kickoff event in early January, which was referred to as the High School and Magnet Information Night.  At the event, participating schools would have tables and families could interact with school representatives.  A lottery including all casted ‘ballots’ then takes place in March.  Families are finally notified in April/ May of the lottery results.

NEW PROCESS

For the 202 4 -202 5 school year, the Springfield Public Schools have an updated school selection process for High Schools and Magnet Schools.  Here are updated parts of the process AND parts of the process that will remain the same:

Title: Balloting Process -> School Selection Process

Kickoff Event -> This event will be replaced by a dedicated webpage that includes a promotional video and a links to all participating schools.

A 6- week period in January and February to select potential schools will remain

A lottery will continue to take place in late March/ Early April

 Families will continue to be notified of lottery results in April/ May

REGISTRATION INFORMATION

All parents who currently have a 5th grade student attending a Springfield Public Schools elementary school or 8th grade student attending a Springfield Public Schools middle school need to ballot online using their student ID number. Click on the image that says Ballot Online.

Click on the image

5th or 8th grade students attending a Charter, Private, or Parochial School will need to first enroll or re enroll using the Springfield Public Schools online enrollment system. Click on the image that says 2024-2025 Enrollment Next Year.

IMPORTANT INFORMATION

Students with IEP or ELL will be placed based upon their programmatic needs. 

Sibling Preference

Putnam Score

Frequently Ask Questions

FOLLOW US:  

NEED MORE INFORMATION

Contact your child’s counselor at the school

Contact SAS Center at 413-787-6959 

English X. 49123

Spanish X. 49110

P-K X. 49129

Dual Language X. 49898

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OUSD Student Assignment Center

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Additional Details:

The Student Assignment Center can help you through the entire enrollment process, whether your child is brand new to OUSD; returning to OUSD from a charter school, private school, or school in another city; or transitioning from another OUSD school. This office is at 746 Grand Avenue. Placement counselors are available from 8 a.m. to 2 p.m. Monday through Friday, or by appointment. Language testing for students whose primary language is not English is also provided.

This organization is listed in the Youth Services Directory .

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Create and Edit Assignments

You are viewing Original Course View content

Your institution controls which tools are available in the Original Course View . Assignments are always available to instructors in the Ultra Course View .

You can create assignments alongside other content.

With assignments, you can create coursework and manage the grades and feedback for each student separately. You can create assignments in content areas, learning modules, lesson plans, and folders.

When you create an assignment, a Grade Center column is created automatically. From the Grade Center or Needs Grading page, you can see who has submitted their work and start grading. Students access their grades from their My Grades pages or the assignment's Review Submission History page.

You can also create a group assignment and release it to one or more groups in your course. Each group submits one collaborative assignment and all members receive the same grade. You can create a single assignment and assign it to all groups, or create several unique assignments and assign them to individual groups.

More on group assignments

Create an assignment

You can create assignments in content areas, learning modules, lesson plans, and folders.

In the Blackboard mobile app, assignment instructions for Original courses show after students begin an attempt.

Drag files from your computer to the "hot spot" in the Attach Files area. If your browser allows, you can also drag a folder of files. The files will upload individually. If the browser doesn't allow you to submit your assignment after you upload a folder, select Do not attach in the folder's row to remove it. You can drag the files individually and submit again.

You won't be able to drag files to upload if your institution uses an older version of Blackboard Learn.

You can use the file name or provide another name for the file.

• Optionally, select a Due Date . Assignments with due dates automatically show in the course calendar and in the To Do module. Submissions are accepted after this date but are marked late. If you don’t want students to access an assignment after the due date, choose the appropriate display dates.

If you set the points possible to a non-whole number, letter grades may not be assigned correctly.

• Optionally, add a rubric . Expand the sections to make selections such as anonymous grading, how the grade is displayed, and the number of attempts. You can allow more than one attempt on an assignment.
• Make the assignment available when you're ready for students to access it. Select the appropriate options for availability, tracking, and display dates. Display dates don't affect an assignment's availability, only when it appears.
• Select Submit .

More on assignment grade settings

More on adding files in the editor

More on Course Files vs. the Content Collection

Video: Create an Assignment

Watch a video about creating an assignment.

The following narrated video provides a visual and auditory representation of some of the information included on this page. For a detailed description of what is portrayed in the video, open the video on YouTube , navigate to More actions , and select Open transcript .


Video: Create an assignment explains how to create an assignment.

Late assignments

When you assign a due date for an assignment, students can still submit attempts after the date passes. Submissions after the due date are marked late. If you penalize late submissions, inform students in the assignment instructions.

You can view the late label in these areas:

• Student's submission page in the grade panel
• Student's Grade Details page
• Needs Grading page

From the Grade Center, you can also view a list of all submissions with the Assignment File Download option in an assignment's menu. View who has submitted, submission dates, and the grading statuses. You can sort by date to easily see who submitted after the due date.

If you don’t want students to access an assignment after the due date, choose the appropriate display dates. Inform students that you won’t accept submissions after the due date and the assignment will no longer be available.

Students see the late label after they make a submission after the due date.

Student assignment submission confirmations

When students submit assignments successfully, the Review Submission History page appears with information about their submitted assignments and a success message with a confirmation number. Students can copy and save this number as proof of their submissions and evidence for academic disputes. For assignments with multiple attempts, students receive a different number for each submission. If your institution has enabled email notifications for submission receipts, students will also receive an email with a confirmation number and other details for each submission.

You and your students won't be able to view confirmation numbers if your institution uses Blackboard Learn 9.1 Q4 2016 or earlier. Student email notifications and student access to receipt history were introduced in Blackboard Learn 9.1 Q2 2017.

You and your administrators have a retrievable record in the system even if an attempt, assignment, or student is later deleted. These records are maintained in the course and also retrievable after the archive and restore process.

You can access all of your students' confirmation numbers from the Grade Center. Open the Reports menu and select Submission Receipts .

On the Submission Receipts page, you can view information for each assignment, such as who submitted and when. Group assignments are also logged and the Submitter column lists who submitted for the group. In the Submission column, view if a student submitted a file or wrote the submission in the assignment's editor.

Use the menus at the top of the page to filter the items. In the second menu, select Not blank and leave the search box empty to show all of the submission receipts. Select a column heading to sort the items.

Edit, reorder, and delete assignments

You can edit, reorder, and delete your assignments. Change the order of assignments with the drag-and-drop function or the keyboard accessible reordering tool. For example, reorder the assignments to keep the current one at the top.

From an assignment's menu, select on option:

• Move an assignment to another location in your course. When you move an assignment, it's removed from its original location. You can't copy an assignment.
• Edit an assignment. If you change the instructions, students who have already made submissions will see the new instructions only on subsequent attempts.
• Apply release criteria, tracking, metadata, and review status.

More on options you can apply

Delete assignments

You can delete an assignment from a course area and if no student submissions exist, the Grade Center column is also deleted.

When you delete an assignment that has student submissions, you also delete all the submissions. You have two options:

• Preserve the scores in the Grade Center, but delete the assignment and all submissions. Though the scores remain in the Grade Center, you can't access the students' submissions again. The action is irreversible.
• Delete the assignment, the Grade Center column, all assigned grades, and all submissions. The action is irreversible.

Alternatively, make the gradable item unavailable in your course to preserve the submissions and the scores in the Grade Center.

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Reading in College

Improve your reading comprehension.

Reading assignments are a common part of university courses, and it is important to get the most out of these readings. Here are a collection of tips to help you do so. 

General Reading Comprehension Tips

Put yourself in a position to succeed. Find a space where you will be able to focus—this can be in the library, Davies Student Center, a coffee shop in town, your dorm, or any number of places. Avoid reading for class while lying in bed, as it can lead to unplanned naps. Sitting upright is best. Some students prefer quiet, others find that a white noise app or instrumental music can help them focus. 

Skim the reading beforehand. Students process information better when they can see the big picture.  Before diving into the details of a reading, review the topics that will be covered and how the reading is organized.  If there are review questions at the end of the reading, make note of those as they will guide you toward the key points.   

Think about why your instructor assigned the reading. Is the reading a routine textbook assignment that is meant to preview material you will learn about in lecture? Is the reading preparing you for an in-class discussion? Are you writing a paper about the reading? Think about the reason you are reading the material and what you need to get out of the assignment.  This will help you prioritize the information and stay focused. 

Plan your reading . How long is the reading assignment?  

• If it is a thirty-page textbook chapter or twenty-page scholarly article , you should consider breaking the assignment into two or three reading sessions.  Breaking up the assignment and taking good notes will allow you to follow the information more effectively. Be sure to reread the notes you took from the previous session before jumping back into the reading. 
• Are you reading an entire book ? Get out a calendar and plan for when you will read each chapter so that you can prepare and submit your assignment on time. 

Don’t rely on highlighting. Highlighting can seem helpful in the moment, but if you highlight too many things in a reading it is not clear what is significant.  If you plan to highlight a text, be sure to read a page before highlighting anything on the page and then only highlight key terms and phrases that support those ideas. 

As you read, write down notes, questions, and reactions.  Try to finish reading a page or section before taking notes, this will help you recognize what is worth writing down. Take some time and try to summarize the point that was made on a particular page or section. As you read, keep a record of your thoughts. Did you find a passage particularly helpful in explaining a concept? Note the paragraph location and include the page number. Will a specific point be useful when you write an essay about the reading? Write down the page number, a quote, and your analysis.

• process and understand the reading 
• stay focused and engaged while reading 
• keep a record of what you read and the page numbers for specific information 

Use a system to keep your notes organized. At a minimum, writing down the author and title of the reading as well as the date you are taking notes can be helpful.  Using a digital program like OneNote or Evernote allows you to organize detailed notes for a variety of topics and classes. 

Visit your professor’s office hours . Your instructor has hours each week where students can visit their office and ask questions.  This is a good opportunity to talk to the professor about a reading and ask some questions.  Be sure to write the professor’s office hours in your planner. 

When sitting down to read a complex textbook chapter or scholarly article, the SQ3R method offers a helpful routine to stay focused and get the most out of the reading. 

Follow these steps:  

S - Survey   Q - Question   R - Read   R - Recite   R – Review  

Survey   The human brain thrives on context. Before beginning to read an assignment, survey the entirety of the text to see the general topics covered and if there are any review questions at the end. This will help you understand how the reading fits into the class and what information to key in on. Quickly flip through the pages and think about the following: 

• What type of reading is this (scholarly article, textbook, memoir, fiction)?
• Who wrote it and when?  
• How does this reading relate to the class? 
• Why did the professor assign this material? What do they want you to get from it? 
• Make note of the title, look for an abstract, author bio, or any introductory information that offers context. 
• Note section headings, sub-headings, and bolded words, charts, and graphs 
• Set a goal for how much to read. If it is a long assignment, you may want to break it into two-to-three chunks. 

Question   To follow along with a reading, one must actively engage with the material. One way of doing so is to create questions you want to answer as you read.  

• Are there questions at the end of a chapter? Try to answer those as you read.  
• You can also use questions your professor provided.  
• Use ideas you learned from the “Survey” step to create your own questions.  

Read   Having scanned the text and come up with questions you want to answer, you can now begin reading the material.  

• Try to answer the questions you posed. 
• Annotate the text and make note of main ideas, connections to other concepts, etc. 

Recite   After reading the material you set out to complete, recite aloud the answers to the questions you posed and other important ideas. 

• Try to explain the ideas in your own words. 
• Without looking at the text, try to answer the questions you wrote down. Check your work.

Review   Repetition is critical to learning. The more we engage with material, the better we understand it. After the “recite” step, it is important to look at your notes and think about the big ideas and how this reading relates to the course.  

• Review the text, your notes, and annotations. 
• Note connections between the reading you just did and other concepts from class.  
• Summarize the reading in a few sentences. 

For more support with reading comprehension, schedule a free appointment with a Peer Academic Coach !  These hour-long meetings provide students with one-on-one support from another student trained to offer support and accountability.    

Check out the following videos for additional study tips!

Works Consulted:  

“ Taking Notes While Reading.” University of North Carolina. Retrieved from https://learningcenter.unc.edu/tips-and-tools/taking-notes-while-reading/  

“Reading Comprehension Tips.” University of North Carolina. Retrieved from https://learningcenter.unc.edu/tips-and-tools/reading-comprehension-tips/  

“Reading Textbooks Effectively.” University of North Carolina. Retrieved from https://learningcenter.unc.edu/tips-and-tools/reading-textbooks-effectively/  

"The SQ3R Method." Texas A & M University.  Retrieved from https://asc.tamu.edu/Study-Learning-Handouts-(1)/Reading-Strategies-SQ3R-Method

Academic Skills Center

Centennial Hall 2104 1698 Park Avenue Eau Claire , WI 54701 United States

University of Wisconsin-Eau Claire

105 Garfield Avenue  P.O. Box 4004  Eau Claire, WI 54702-4004 

715-836-4636

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Cumberland County Schools

Student Assignment

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Department Overview

Each student in the Cumberland County Schools System is assigned to the school of his/her grade level serving the attendance area in which the student’s parent or court-appointed custodian resides. The Student Assignment Office has the responsibility of ensuring all students are attending the appropriate schools. Our guidelines and procedures are developed based on the following:

• Maintain efficient use of facilities
• Provide options to parents to best meet the needs of their family
• Provide choices to explore a variety of educational opportunities toward meeting the diverse needs of our students.

In addition to school assignments, the Student Assignment Office also helps parents, students, and schools with issues involving custody, residency, family hardships involving school assignments and Choice Program application procedures. All students residing in Cumberland County are eligible to apply to the Choice Program during the application period. For more information on the Choice Program, please visit the  Cumberland County Schools Choice Program Website .

Get Connected

Student Assignment Department 2465 Gillespie Street Fayetteville, NC 28306 Phone: 910-678-2616

Dr. Melody Chalmers McClain, Associate Superintendent, Student Support Services Saundra McNeill, Student Assignment Manager

How do I find out what school my child is assigned to?

Every child in the Cumberland County School system is assigned to a school district by their address. Click on the following link, type in your street address, and the school that your child is assigned to will appear in the display box on the right-hand side of the screen: Find My School .

My family is new the area. How do I enroll my child into school?

Enrollment takes place at the school by contacting the school's data manager or registrar. Click on the link for more information:  Enrollment for CCS Students

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Writing as a College Student

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Writing at the college level involves new expectations that may require new strategies. While specific genres of writing have distinct purposes, college writing helps you develop skills such as thinking critically, communicating professionally, and articulating yourself well. Although common writing expectations and strategies are listed below, always follow assignment guidelines and write with your audience in mind.

General College Writing Expectations

Writing as a college student can seem daunting, but drawing on your previous writing experience and relying on instructors and campus resources can help to ease the transition. Although writing assignments may differ, many have similar expectations to those listed below.

• Understand what the assignment is asking . Assignment guidelines can be confusing or lengthy, and reading carefully and slowly can help to make sense of them.
• Refer to assignment guidelines , rubrics, and class policies for questions about the assignment
• Learn the conventions of your discipline , including genre, audience, citation style, and AI policies. Notice the writing style used in your field, then practice using it in your assignments.
• Ask questions of instructors, writing center tutors, and librarians.
• Present clear, coherent ideas . Consider if a reader would understand what you intend to say.
• Maintain a professional tone appropriate for your audience and their needs.
• Improve writing mechanics , such as spelling, grammar, and punctuation. Writing mechanics can be complicated, but your skills can improve with practice.
• Read feedback on your assignments, and incorporate those suggestions into your future work.

Refining Your Writing Skills

Using effective strategies when approaching writing assignments can help you mitigate worries, strengthen writing skills, increase confidence, and improve writing efficiency.

• Start assignments early to ensure you have ample time to pace your work.
• Break projects into smaller, manageable tasks ; set reasonable and achievable goals.
• Organize your work by using consistent note-taking techniques, such as highlighting, color-coding, or annotating. Experiment with different ways to accomplish your writing assignments, and keep track of any requirements, deadlines, and rubrics.
• Join a study group to encourage accountability, collaborate with others, and receive support.
• Regulate your time and energy for writing. One part of an assignment may require more effort than another part. Allocate your energy mindfully to help make writing sessions more productive
• Set aside time for both writing and self-care . Scheduling time to work and take breaks can improve your writing capacity and save you time in the long run.
• Create an environment for your writing needs. Consider different times, locations, and comforts that work for you (e.g., morning, evening; library, bedroom; snacks, lighting).
• Approach writing assignments with a positive and confident attitude . Remember that college work is centered on continual learning, and the writing process will have ups and downs.
• Use campus resources and opportunities . Consult with peers, talk with instructors or advisors, explore library services (in-person and online), and attend university workshops.

Developing Your Writing Process

College writing assignments can be complex, and assignments can build on each other within a course. It may also involve in-depth academic research. Create and maintain a personal writing process to organize your writing, research, and personal time.

• Prewriting : Understand the assignment requirements and identify your audience and tone. Brainstorm potential topics to expand on when writing later.
• Outlining : Determine your main point for the writing assignment. Create sections with brief notes and develop your thoughts from prewriting.
• Drafting : Elaborate on your outline and form sentences or paragraphs. Write about your thoughts and arguments in detail. If needed, add sources by using quotations, paraphrases, and summaries.
• Revising : Read your draft and adjust it to clarify points and strengthen the argument.
• Editing : Check for spelling, grammar, and punctuation errors. Change the format according to a style guide, example, or template.
• Writing processes are cyclical and take time . The first draft is not your final draft. Steps such as drafting and revising often occur more than once.
• Read the assignment guidelines carefully, and ask your professor about research requirements such as the number and type of sources required (e.g., primary, popular, peer-reviewed, etc.).
• Adjust your research topic to fit the requirements of the assignment. Narrow or broaden your topic by considering timeframes, locations, demographics, and contemporary issues.
• Identify your audience and adapt to their level of familiarity with your topic. Determine whether terms and concepts need to be explained. Your audience determine your tone or style.
• Identify patterns of feedback you receive from instructors, peers, or writing consultants. Use that feedback (both positive and negative) to inform your future writing.
• Avoid plagiarism by tracking and citing sources using your assigned citation style.
• Contribute to a larger academic conversation by connecting your ideas to sources through summary, analysis, and synthesis.
• Use library resources such as the physical library, online academic databases, and library research tutorials to become familiar with your field of study and help you identify relevant, credible sources to incorporate in your writing.
• Chat with a research librarian or meet with a writing center consultant for help finding, reading, and writing with sources.
• Learn how AI can facilitate or frustrate your writing and learning processes . Understand AI policies and expectations as outlined by your instructor, department, and university. AI policies and expectations may vary by instructor or program.
• Know that strengthening your digital literacy , information literacy , and academic reading skills will help you develop as a college-level writer.

As a college writer, you will continually grow and improve. College is a learning environment. Getting support from others can ease anxiety and build your confidence as a writer. If you feel overwhelmed, remember that you are in college to learn, and faculty, peers and the Writing Center are here to help.

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From the moment you step on campus, you’ll understand why the University of Idaho has been named the most beautiful college in the state . Iconic buildings are connected by tree-filled green spaces, walkable paths and welcoming plazas. Don’t be surprised if you’re greeted with a friendly smile and wave from a peer or professor, especially on the historic Hello Walk.

Our community extends way beyond campus. Moscow is a tight-knit town of about 25,000 people, full of vibrant activities, businesses and events that love to welcome college students. You’ll find incredible opportunities for recreation and exploration in the surrounding area, too.

Want to see it all for yourself? Plan your campus visit today .

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Whether you live in the residence halls , a fraternity or sorority or off-campus, you’ll be minutes away from your classes and places to study and play.

There’s always something to do: grab a snack in the Idaho Student Union Building , check out a book from the U of I Library 's more than 2 million holdings, take in the beauty of nature in the Arboretum and Botanical Garden , watch a play in the Hartung Theater  or a game in the ICCU Arena , take a fitness class in the Student Recreation Center , catch a Vandal Entertainment -sponsored concert and so much more.

A True College Town

Venture only a few minutes off campus and you’ll be in downtown Moscow. It’s no wonder Seattle Magazine called it “a college town with a soul that shines through year-round” — the calendar is packed with festivals, cultural events and community gatherings like our award-winning farmers’ market on Main Street.

No matter what you like to do, you’ll find an activity to fall in love with . Experience a local art museum or theater production, dance to a live band at a street fair or a local coffee shop, dress in period garb for the Moscow Renaissance Fair or enter a local 5K run or bike race. Volunteer opportunities abound with local nonprofits that support the arts, sustainability, youth and children, the LGBTQ community, health care and more.

And did we mention food? You’ll find a huge co-op with natural and organic options, cozy pubs and coffee shops with Pacific Northwest vibes, locally owned restaurants with cuisines from around the world, and funky hole-in-the-wall spots for affordable college-town snacks.

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Moscow sits at the heart of the Palouse, a one-of-a-kind landscape of rolling hills and scenic vistas. We’re surrounded by mountains, lakes and rivers full of opportunities for adventure , whether you love hiking, biking, camping, fishing or just taking in a gorgeous sunset. You’ll experience all four seasons in North Idaho, too — so bring your sunscreen for a late-summer rafting trip and your parka for skiing, snowboarding or ice skating in the winter.

Gain outdoor skills and connect with other adventurous students through the U of I Outdoor Program . Want to take your own excursion? Rent equipment through the Outdoor Rental Center .

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Grade for Student Success

Created by your peers to address grading challenges, Grade for Student Success is a faculty guide for leveraging Canvas to enhance student learning while making grading more efficient and customizable.

Thanks to your hard work in and out of the classroom, CU Boulder celebrated record-high undergraduate retention and graduation rates in 2023. Grade for Student Success emerged from faculty recommendations, with the goal of supporting our campus community and enabling success for our faculty and students.

This collaborative effort has resulted in the creation of 16 comprehensive guidelines, 14 new tutorials and 26 Canvas enhancement requests designed to promote efficiency, consistency and ease in the important work you’re doing.

The Canvas Grading Initiative Faculty Working Group

As part of the  Buff Undergraduate Success initiative , a working group of nine faculty members joined the  Center for Teaching & Learning  and  Office of Information Technology  to review problem statements from faculty and students about grading and propose solutions to improve the faculty and student experience with the Canvas gradebook.

Bobby Benim, assistant teaching professor, applied mathematics 

Daniel Bolton, associate teaching professor, physics 

Al Bronstein, teaching assistant professor, mathematics 

Ryan Curtis, teaching associate professor, psychology and neuroscience 

Jessica Gorski, associate faculty director health professions RAP, associate teaching professor EBIO and MCDB 

Susan Hendrickson, teaching professor, chemistry 

Shaw Ketels, lecturer, psychology and neuroscience 

Sreesha Nath, assistant teaching professor, computer science 

Mark Valkovci, teaching assistant professor, economics, Student Academic Success Center

Dear colleagues,  We hope your semester has been going well! As members of the Canvas Grading Faculty Working Group, we wanted to take a moment to share the resources that resulted from our work during the fall 2023 semester to promote student-centered grading practices in Canvas. Our working group was part of the Canvas Grading Initiative, a collaboration between the Center for Teaching & Learning (CTL) and Office of Information Technology (OIT) and endorsed by the Buff Undergraduate Success (BUS) Initiative.  Our working group discussed common pain points for students and faculty, and their solutions. These discussions were informed by our experiences teaching critical, high-enrollment courses for first- and second-year students in a wide variety of disciplines, and by what we learned from faculty interviews and student usability testing sessions.  We are excited to share two new resources: new recommendations for student-centered grading in Canvas and a set of faculty- and student-facing Canvas video tutorials to support the implementation of these guidelines. We hope these new resources will be helpful for your teaching (e.g., by making grading in Canvas more customizable and efficient), while supporting the success of all of our students (e.g., by ensuring their grades in Canvas are accurate, up to date and easy to find).  We encourage you to share these resources with your colleagues and discuss them within your department or unit.  If you have any questions or ideas to share, please contact the [email protected] , whose team is continuing to work on the Canvas Grading Initiative and related initiatives to support CU faculty and students.

Recommendations for Student-Centered Grading in Canvas

These faculty-recommended guidelines help you implement consistent Canvas grading practices that aim to provide greater success for you, our students and the university. Please note some of the guidelines are more relevant to traditional than alternative grading approaches.

1. Developing your syllabus

2. developing your canvas courses, 3. setting up assignments in canvas, 4. communicating with students about grades, 5. maintaining your canvas courses throughout the semester.

  Back to Recommendations for Student-centered Grading in Canvas

Developing Your Syllabus 

• Include a complete schedule of assignments. By the first day of class, share a syllabus that includes a complete list of all assignments with due dates for the entire semester. Unless you are using an alternative approach to grading, you should also include the percentage of the final grade each assignment and group of assignments are worth. Students can plan ahead, set priorities and manage their time better when all of their responsibilities are clearly laid out. Canvas provides a central location for students to find this information for all their courses.
• Include grading policies. In your syllabus, include a clear explanation of all grading policies. This may include drop policies, late and partial credit policies, or attendance and participation policies, as well as the circumstances under which these policies apply.

*For the fall and spring semesters, there are two drop deadlines:

The last day for students to drop a course without penalty is Wednesday of the second week of classes. We recognize this may be too early in the semester for students to have received multiple significant grades. 

The final drop deadline is Friday of the 10th week of classes. That is the last day for students to drop a course with penalty, upon which they are required to pay 100% of tuition and fees, and a “W” grade is posted to their transcript. By this date, students should have received multiple significant grades.

How Students Can Drop a Class    

Academic Calendars  

Developing Your Canvas Courses

Your syllabus and Canvas should be in alignment. Your syllabus and Canvas should include the same list of assignments, due dates, point value of each assignment and assignment group weightings, if applicable. There should be no inconsistencies between the syllabus and Canvas. If the course schedule changes as a result of a snow day or other unexpected event, please update your syllabus and Canvas accordingly and notify the students of whatever changes have been made.

Tutorial on Creating Assignment Groups & Weights

Build all assignment due dates into Canvas by the first day of classes. Whenever possible, add all assignments with due dates, correct point values and assignment group weightings, if applicable, by the first day of classes. Add placeholders with due dates if you have not developed all assignments yet or if certain types of assignments will accumulate throughout the semester, such as clickers. Set the “available from” date on each placeholder to a date in the future so students cannot access it until you’ve replaced it with the real assignment.

What You Can Do With Assignments   How to Set Assignment Availability Dates

Tutorial on Managing Due Dates in Bulk   Tutorial on Building Content in Bulk

Use Canvas, not an external program, to calculate total grades. 

If you are using a traditional points- or percentage-based approach to grading, do not hide the total grades. Whenever possible, set up Canvas to automatically create total and letter grades. If you must calculate grades in an external program, add an extra “assignment” to Canvas to create a new column in the gradebook where you can enter students’ current total grades. Update total grades regularly, such as every week. 

If you are using an alternative approach to grading, hide the total numeric grade that appears as a default in Canvas. Make sure you have not enabled a grading scheme in Canvas that will display inaccurate letter grades.

How to Hide Total Grades

Setting up Assignments in Canvas

Use specific, meaningful and consistent assignment names. Assignment names in Canvas should be specific enough to indicate what the assignment is, clearly communicate to students the nature of the assignment, and adhere to consistent naming conventions within your course. 

Clearly communicate in the assignment description the mode of submission. For each assignment, select the appropriate submission type from the dropdown menu, such as online, on paper or through an external tool. If the assignment is a paper submission, include a detailed description of how and where students should submit their assignments. This may include providing the location and person to whom students must submit their assignments.

How to Create “Nonsubmission” Assignments    How to Add Assignments Via an External Tool

Clearly communicate in the assignment description where to find feedback. Include a note in the assignment description explaining to students where they can find feedback on their work. This is especially important when external tools such as Gradescope contain the feedback.

Communicating with Students About Grades

Make your grading system explicit and transparent. Set aside time the first week of class to discuss your grading system, take a syllabus quiz or share another resource that explains your grading. Explain to students why you use a particular grading system, ideally in terms of how this will support their learning. Explain how you curve grades, if you plan to do so. Show students where they can find a list of all assignments that will count toward their final grade, the number of points or percentage each assignment is worth, grading policies, and cutoffs for different letter grades. This transparency allows students to understand what is expected of them, plan ahead, set priorities and manage their time.

Tutorial on Creating New Grade Schemes    Learn About the Default Grade Scheme   How to Sync Canvas Grades to Registrar Grades

Explain weighted grade calculations, if applicable.  If you attach weights to assignment groups, show your students an example demonstrating how to calculate the contribution of an individual assignment to their final grade. For example, you could explain that if five quizzes are worth 10% of the final grades, each individual quiz is worth 2% of their final grades.

Tell students to trust the Canvas gradebook.  Some CU Boulder students report they hear in 75% of courses that their total grades in Canvas are not accurate. We encourage you to actively tell students throughout the semester that the total grades in Canvas are accurate representations of where their grades are right now, given the assignments submitted and graded so far. However, you may note that the grades displayed are not necessarily good predictions of their final grades, which could change as they submit more work, complete extra credit or benefit from drop policies.

Remind students of the drop deadline. Tell students to consult with their academic advisors if they are unsure what to consider when deciding whether to drop your course.

For the fall and spring semesters, the final drop deadline—the last day for students to drop a course with penalty —is Friday of the 10th week of classes.

​ How Students Can Drop a Class    

Maintaining Your Canvas Courses Throughout the Semester

Keep the gradebook up to date. Commit to ensuring the grades in the Canvas gradebook are as accurate as possible. Throughout the semester, enter all grades within one week of the deadlines to ensure students are receiving timely information about how to improve. If that is not possible, explicitly communicate to students when they will receive their grades. When assignments build on each other, make sure students receive feedback on one assignment before any subsequent assignments are due. The CTL, OIT and other campus units are developing resources to support instructors as they implement these practices.

Tutorial on Giving Feedback With Speedgrader    Tutorial on Speedgrader for File Upload Assignments  

Tutorial on Quizzes in Speedgrader    Tutorial on Using Quiz Fudge Points  

Tutorial on Speedgrader for Canvas Studio Submissions  

Sync grades from external tools regularly. Throughout the semester, regularly sync the Canvas gradebook with grades from any external tools or programs, such as Smartwork, Inquizitive or iClickers. Tell your students how often you will sync those grades.

Replace blanks in the Canvas gradebook with zeros in a timely manner. When setting up the gradebook, set them to automatically change grades for missing assignments from blanks to zeros once the deadlines have passed. You may need to also share these expectations with teaching assistants and/or graders. Do not leave grades for missing assignments blank unless you really don’t want those assignments to count toward the students’ grades, in which case you can use the “excused” feature to show you’ve intentionally left them blank.

How to Automatically Replace Blanks With Zeros   How to “Excuse” Assignments   Tutorial on Excusing Assignments  

How helpful did you find these guidelines?

Share your ideas

Other Grading-Related Canvas Video Tutorials and Resources

Student Resources

Tutorial on the Canvas Gradebook  

Tutorial on Finding Feedback  

Tutorial on Common Grading Systems  

Tutorial on Viewing the Grade Distribution  

Faculty Resources

Tutorial on Setting up Mastery Paths  

Tutorial on the Roll Call Tool  

Tutorial on Module Prerequisites  

Tutorial on Accessing Quiz Statistics  

Assignments

Assignments are a critical function for schools, enabling teachers to measure student comprehension through various types of work while also helping students see how much they've learned. The Assignment Center is the central location where faculty and students go to access assignments for all of their classes at once.

Faculty members can add new assignments, as well as copy or import existing assignments from the Assignment Center . Once students have submitted their assignments, teachers use the Gradebook and Assignment details page to evaluate the submissions.

Assignments can be added by selecting Add , then Assignment from the Assignment Center or from Assignments on a class page. This will open the Add Assignment modal. You will need to fill in the following information:

Under Details , you will fill in basic information about the Assignment including:

Description

Tip: Drag the bottom of the Title and Description text boxes to expand them as needed.

Assignment type : Use the available dropdown to select the assignment type.

Tip: If an assignment type has (GB) next to it, those assignment types will be included in your Gradebook calculation.

Assignment notifications : Select Send notification to send a notification for this assignment once it is added.

Under Evaluation , you will set the evaluation method for the assignment. You can set the following information:

Note: If your school uses Competency based education, we recommend using our Teacher's Guide to Competency Based Education to create your Mastery assignments.

Select Add to gradebook if the assignment should be included in your class's gradebook and enter an optional Abbreviation for the assignment in the gradebook.

You have the following Evaluation method options:

Total score only

Mastery only

Mastery and total score

If Mastery only or Mastery and total score is selected, you will need to fill in the following under Mastery :

Mark as Formative : Formative assignments will not be included in the Mastery calculation.

Add classes : Use the edit icon next to No courses selected to add courses to the assignment.

Select skills to evaluate : Add Content area and/or Transferable skills to the assignment.

If Total score only or Mastery and total score is selected, fill in the following fields under Total score : 

Associate rubric (optional) : Select Associate rubric if you want to use a rubric for evaluating the assignment. You can choose your rubric under Select from my rubrics . See Rubrics for more information.

Max points : Must be greater than 0.

Factor : The factor will default to 1. You can include a factor on assignment to add additional weight to an assignment.

You have the following Gradebook options available:

Publish grade : select if this grade should be published to Students and Parents.

Add to cumulative grade : select if this grade should be included in the student's cumulative grade for the course.

Mark as extra credit : select if the assignment should be considered extra credit.

Tip: Extra credit assignments will NOT negatively impact a student's grade. Any extra credit points awarded will be included in the calculation for the student's cumulative grade. See Extra Credit for more information.

Attachments and links

Under Attachment and links , teachers can include files or links for students to use when completing the assignment.

Add attachment : Drag the file to the available box or select to browse your computer for the file. Once you have selected the correct file, add a description for the file if applicable. The File name field cannot be edited for the file, you would need to edit the file name before uploading.

Add link : Select Add a link and provide a description and URL for the link.

Note: Attachments and Links can be deleted at any time using the available trash can icon for the attachment or link.

Learning tool

If your school has enabled any Learning Tool Integrations (LTI), you can select a Learning tool to associate with the assignment. Use the available drop down to select a provider and fill in any fields if needed.

File submission

Under File submission , teachers can select if students should be able to submit files online for the assignment. They can select either of the two available options:

No file submission allowed : This means students cannot submit anything for the assignment online.

In-system submission : Students will be able to submit files for this assignment online. Please set the Number of files allowed per student and select Allow resubmit until due date if students should be able to resubmit files for the assignment.

Tip: Teachers can annotate files their students submit with assignments. For more information, see Assignment Annotations .

Assignment instances

Under Assignment instances , you can select if you would like to just create one instance of the assignment or multiple instances. If you select to create multiple instances of an assignment, you will need to set the Assigned and Due dates under Assignment instances instead of under Publishing options below. Once you create multiple instances, you can select View/edit instances to edit the Assigned and Due dates and times for each instance. You need to select one of the following options:

Create a single instance of this assignment

Create multiple instances of this assignment :

Due : Select week days the assignment should occur on.

Assigned on due date : The assignment will be assigned the same day it is due.

Assignment before date due : Set the number of days before due date the assignment should be assigned.

Publishing options

Under Publishing options , use Select sections to choose additional class sections that will share the assignment. Then set the Assigned date/time and Due date/time for each class section. These settings can also be edited for multiple class sections at once using Bulk-edit selected . You'll want provide the following information for each section:

Assigned date/time

Due date/time

Assigned to : This will default to Full section , but you can use the Edit icon to assign the assignment to only specific students.

Publish : This setting is for when the assignment should publish to students. Please be aware if Now is selected for Publish , the assignment will automatically be available for students.

Warning: Online submissions will be lost if an assignment with online submission enabled is unpublished then republished.

You may need to add assignments that only need to be completed by specific students. When you are adding or editing an assignment, you can select which students should have access to the assignment under Publishing options:

Select the edit icon next to Full section .

Select Selected students .

Select students from the available list.

Save when finished.

Once saved, Full section will change to # students . When you save the assignment and return to the Assignment Center and/or Assignments tab, you will see the number of students as well.

Existing assignments from the current or previous school years can be imported to class sections in the current school year. Teachers can also copy an assignment to create a new instance of it within the same class section.

Teachers can delete assignments even if grades have been recorded. Deleting an assignment removes any student submissions, files, Google Drive links, submitted text, grades, comments, and evaluations associated with the assignment. If an assignment is included in gradebook calculations, the calculations are rerun upon deleting the assignment.

Select the course section(s) you want to delete the assignment from.

Select Yes, delete for the selected sections to complete the deletion.

You can also delete an assignment from the gradebook by selecting the down arrow in the assignment column, then selecting Delete .

Teachers can import Assignments, Assessments, and Graded discussions from their current courses, past courses, and other faculty's courses. Faculty can set their assignment imports preferences under Preferences .

Note: Importing an assignment creates a new instance of the assignment that is not linked to the original. The new instance of the assignment can be updated without impacting the original.

To import assignments, use the following steps:

From the Assignment Center , select More then Import assignments .

Under Step 1: Import these assignments , use the available filters to find the assignments they would like to import. Filters include:

School year

Marking period

Note: If your school does not use Gradebook , the Marking period filter will be blank and will not be needed to search for assignments.

Use the available check boxes to select the assignments to import or use Select all to select all assignments.

Note: Use Clear all to clear the selected assignments.

Select Next to move on to Step 2: Import to these sections .

Use the available filters to find the section(s) you would like to import assignment to. Filters include:

School level

Note: If your school only has one School level , the School level filter will be blank and will not be needed to search for assignments.

Note: If your school does not use Gradebook , the Marking period filter will be blank and will not be needed to search for sections.

Use the available check boxes to select the sections the selected assignments should be imported to or Select all to select all sections.

Note: Use Clear all to clear the selected sections.

Select Next to move on the Step 3: Set dates and published status .

Use the available fields to set Assigned date/time , Due date/time , and Publish status for each assignment or use the check boxes.

Optional: Use the check boxes or Select all to select multiple assignments then use Bulk adjust selected assignments to set these fields in bulk.

Select Save and close to import the selected assignments.

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Value of asynchronous online discussions in face-to-face classrooms

Online asynchronous discussion forums offer instructors a valuable formative assessment medium, as well as fostering community in online courses (Berry, 2017). While common in online classrooms, asynchronous discussion boards are less frequently used in face-to-face classrooms. Such discussion boards, however, can be valuable homework assignments to enhance face-to-face classroom learning. They can add value to every component of the community of inquiry, as well as allowing the instructor to assess written communication, asynchronous teamwork, and course-specific knowledge.

The Community of Inquiry Model describes how teaching, cognitive, and social presence influence the overall learning experience (Garrison & Arbaugh, 2007). In the asynchronous discussion, instructors can enhance teaching presence by providing response posts with additional resources related to emerging student interests that may not have emerged in the residential classroom. The asynchronous online discussion promotes social presence by enhancing peer-to-peer learning across different styles, therefore offering more learning opportunities tailored to the student-directed learning style preferences. Peer-to-peer learning is especially important when student learning styles don’t match the instructor’s style (Lange, et al., 2000). The discussions also enhance sustained cognitive presence as students process information in novel ways from multiple sources.

Strategy Implementation

Asynchronous online discussion forums were integrated into the face-to-face classroom as weekly homework assignments in an entry-level allied health course. Each week, students were prompted to submit three key components in an initial post:

• A summary of 3 key learning points for the week, with evidence-based citations.
• A question on a concept that still seemed unclear, for which a peer would be expected to respond.
• A 5-question Kahoot review of key concepts from the week (Appendix A). Other students could engage with the Kahoot on their own time to support their learning.

Each week, the students also had to reply to a peer by answering the question the peer presented, as well as providing a cited course reference to support their answer.

Instructors could use the discussion content as a formative assessment to help inform the nature and level of student understanding. This feedback was valuable, as it provided insight on both the level of student understanding, and also student communication styles.

Additionally, students were surveyed on their perceived value of the novel assignment to offer insight on the value relative to the student experience. Overall, the method and approach were viewed as a valuable integration to the student learning experience, and students preferred the asynchronous social learning opportunity over more traditional residential classroom assignments. The majority of students agreed that as they prepared for finals, the opportunity to go back and do the peer-created Kahoots from each unit would be helpful.

While this specific example was from an allied health course, the questions and grading rubric illustrated in the artifact could be slightly modified to fit almost any course topic.

Artifact 1: Discussion prompt and rubric

Artifact 2: Student feedback on value of asynchronous discussions

Appendix A: Sample of Kahoot Questions

• Which modality decreases nerve conduction velocity?
• A special test with a .99 sensitivity means ______.
• Tissue sensitivity can be determined by _____.
• Which modality can help prevent muscle atrophy?
• What is the purpose of Codman’s exercise?

Scholarly Reference(s)

Berry, S. (2017). Building community in online doctoral classrooms: Instructor practices that support community.  Online Learning, 21 (2), 2.

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions.  The Internet and Higher Education, 10 (3), 157-172.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment.  The Journal of Economic Education, 31 (1), 30-43.

Butulis, M. (2024). Value of asynchronous online discussions in face-to-face classrooms. In deNoyelles, A., Bauer, S., & S. Wyatt (Eds.),  Teaching Online Pedagogical Repository . Orlando, FL: University of Central Florida Center for Distributed Learning.