Knowledge Base
Practical help for digital teaching
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This guide explains the purpose of the Canvas Quizzes tool, outlines the essential benefits of quizzing, and clarifies the key differences between the original Classic Quizzes and the modern New Quizzes. The Role of Quizzes The Quiz tool in Canvas is a versatile assignment type used to create and administer online quizzes, tests, exams, and …
Item Banks are the modernised replacement for Question Banks used in Classic Quizzes. Item Banks offer superior functionality, especially for sharing and management across courses. An Item Bank is a centralised, digital library used to store questions (or “items”) for use in any New Quiz. They combine the storage and randomisation functions that previously required …
Hot Spot questions are excellent for visual assessments, such as identifying parts of a diagram, country on a map, or features in an image. However, this question type is not accessible to users who rely on keyboard-only access or screen readers. Use this type sparingly or provide an equivalent alternative text-based question. Upload the image …
Classic Quizzes is a legacy tool. For all new assessments, you are strongly encouraged to use New Quizzes. New Quizzes offers better accessibility, security, advanced question types, and essential features like Item Banks. Create the Classic Quiz Shell Configure Settings: Scroll down to set the grading type, assignment group, shuffle answers, time limit, and restrict …
This question type is highly engaging and is perfect for assessing a student’s ability to sort, group, and classify information, such as grouping historical figures by era, identifying biological concepts by domain, or classifying different types of material. Access the Builder and Add the Question All question configuration occurs within the New Quizzes editor (the …
The Classic Quiz environment uses a specific interface that offers four distinct quiz types. Understanding the difference between a Quiz and a Survey is key: a Survey is primarily for information gathering and does not support automatic right/wrong answers. Quiz Type Purpose and Grading Key Feature Marked Quiz Used for formal assessment. Canvas automatically creates …
This article explains what the MIT Moderation Planning and Tracking Tool is and how it enables accurate data tracking and progress of moderation activities for each School. The ‘live’ MP&TT spreadsheets link to MS PowerBI, which MIT’s Business Analysts use to create visual reports. These help Academic Committees track moderation progress and compliance across all Schools and programmes. It tracks …
How to use the MIT Moderation Planning and Tracking Tool to enter accurate information. The Moderation Planning and Tracking Tool (MP&TT) is an Excel spreadsheet that helps keep your programme’s moderation activities organised for the whole year. It records when internal and external pre-moderation, post-moderation, and check marking take place, along with the results. It also keeps track of any …
This article explains how Programme Committees (PCs) table and discuss moderation, and what this means for you as academic staff. What Programme Committees Must Do Under AC4/3 Moderation Procedures, Programme Committees must: Your Programme Committee approves the MP&TT every year and signs off updates during the year. Your Role as Academic Staff You are expected to: …
This page explains how Programme Committees record and discuss moderation, including guidance on reports, agenda items, and motions. Recording Moderation in Programme Committees Moderation outcomes are recorded in two ways in your Programme Committee minutes: Hints and Tips
This article explains how to correctly store items in the Moderation folder in SharePoint. “MIT is legally obliged to store materials for seven years including moderation. This means that when an assessment is moderated, all materials related to this assessment must be stored according to the MIT File Storage Protocols (MIT FSP). Is this for me? Where is the …
This article contains questions you can ask yourself at the end of the course. At the end of each course, time needs to be taken to reflect on how it went and how it could be improved. Here are some of the questions that you can consider asking. Questions Resources for self-assessment Here are some resources to help you with this …
This page will help you prepare your students to work in a group setting to complete an assessment. Group assessments can be challenging, and students come with different levels of engagement towards group assessments. Laying the groundwork and supporting students throughout the process enables them to achieve the assessment outcomes and improve their employability skills. It also helps in …
This page explains the connections between Graduate Profile Outcomes (GPOs) and Learning Outcomes (LOs) in a programme. The development of a qualification or programme starts with the Graduate Profile Outcomes (GPOs). This is usually a list of knowledge, technical and affective skills which students will have achieved when they graduate [see image for an example and taken from a Programme …
Everyone uses different strategies to support teaching and learning. Here are some useful approaches you can use in your classes – you might already use some, but see what others are doing too. The following strategies are a mixture of online and face-to-face teaching. What is important is that the students are not losing out on the content of …
