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As the semester winds down, many faculty find themselves knee-deep in grading. Entering grades into Brightspace may be a tedious time-consuming task, especially when you need to assign the same grade to multiple students. Whether it's a pass/fail assignment, a standardized in-class activity, or a participation grade, manually entering the same score repeatedly can be cumbersome and time-consuming.

In my last blog post, I explained how instructors should input grades and feedback in the Grade Book. Today, I'll share a helpful tip: using the "Set Grades" feature to quickly assign the same grade to multiple students.

Follow these steps to do it.

Give Multiple Students the Same Grade at the Same Time:

  1. From the NavBar, click on Grades.
  2. Click on the arrow on the right of the Grade Item name.
  3. Select Enter Grades.
  4. Select the checkboxes next to the names of the students OR select all of the students at once by clicking on the checkbox above the list of students.
  5. Select Set Grades.
  6. Enter a value in the Grade textbox.
  7. Select Save.
  8. Select Save and Close.

Give Multiple Students the Same Feedback at the Same Time:

  1. From the NavBar, click on Grades.
  2. Click on the arrow on the right of the Grade Item name.
  3. Select Enter Grades.
  4. Select the checkboxes next to the names of the students OR select all of the students at once by clicking on the checkbox above the list of students.
  5. Select Add Feedback.
  6. Enter feedback in the textbox.
  7. Select Save.
  8. Select Save and Close.

choose the enter grades option from the context menu

set grades and add feedback options in Enter Grades

NOTE: Giving multiple students the same feedback at the same time as described in this blog post is helpful for giving multiple students, like group members, the same feedback on an assignment/activity. I do not recommend using the Add Feedback functionality in this way if you want or need to provide more personalized details to each student. In that case, you should enter the personalized feedback for each student individually.

Want more information?

Enter Bulk Grades Using the Set Grades Feature (video)
Brightspace Tip #480: Grade Book – Enter Grades and Feedback
Brightspace Tip #382: Escaping Grading Jail

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Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

grade book

Assessments measure student achievement. They may take the form of traditional assessments such as exams, or quizzes, but may also be part of learning activities such as group projects, discussions, or presentations.

Brightspace has a number of tools instructors can use to assess learners and the Grades tool is useful for assigning and keeping track of learner grades. If you are not familiar with setting up your Grade Book, review Brightspace Tip #437: Grade Book for information.

There are multiple ways to enter grades for learner submissions in Brightspace. Three ways instructors can enter grades in their Brightspace courses are:

  • Using Quick Eval
  • Within Individual Tools
  • In the Grade Book

Quick Eval

Quick Eval is a tool that allows evaluators to see a list of unevaluated learner submissions from all their courses. Submissions from Assignments, Discussions, and Quizzes are displayed in one location to improve efficiency when locating work that requires evaluation and providing feedback to learners. Instructors can use Quick Eval to assess learner submissions.

Within Individual Tools

For assessments that are created using a Brightspace tool, such as Quizzes, Assignments, and Discussions, instructors will associate the assessment with a Grade Item in the Grade Book. The association is made within the tool itself. When you are ready to grade the student’s work, you will grade it within the tool and the grade will automatically transfer over to the Grade Item in the Grade Book.

In the Grade Book

For assessments that occur outside of Brightspace, instructors have to create a Grade Item in the Grade Book, and then manually enter student grades into the Grade Book. Examples of in-class assessments where you may need to manually enter grades in the Grade Book include participation grades, tests administered on-paper, presentations, and demonstrations.

Instructors can manually enter grades for assessments in the Grade Book’s Standard View or Spreadsheet View.

Standard View

The Standard View allows instructors to enter grades by grade item for all students in the course or for an individual student.

switch to standard view button in Grades tool

The standard view allows instructors to evaluate individual learner submissions. Each submission type has a unique icon and new learner submissions are identified with a dot on the corner of the icon.

Learner submission icons with a new submission indicator dot on the discussion icon
Learner submission icons with a new submission indicator dot on the discussion icon

Click the associated icon next to the learner submission to evaluate the submission.

Spreadsheet View

The Spreadsheet View allows instructors to enter grades for all students and all grade items in a single spreadsheet view. For quick edits, click “Switch to Spreadsheet View” (the button toggles back and forth between “Standard View” and “Spreadsheet View.”)

switch to spreadsheet view button in Grades tool

The Spreadsheet View allows instructors to manually enter or modify grades in cells. Instructors can also override previously-entered grades using the Spreadsheet View.

Entering the new or updated grade in the field for the learner and the submission
Entering the new or updated grade in the field for the learner and the submission

Spreadsheet View is ideal for entering grades for assessments that occurred outside of Brightspace. Once you’ve entered the grades, save the changes before leaving the page.

Entering Feedback

You can enter feedback by clicking on the arrow to the right of the grade item (column) you want to add feedback to, then select Enter Grades.

choose the enter grades option from the context menu

Locate the name of the student you want to provide feedback for, then select the pencil icon under the Feedback column and enter the feedback.

feedback's pencil icon identified
The pencil icon opens the feedback dialog box

Once you’ve entered the grades and feedback, save the changes before leaving the page.

NOTE: When entering feedback you have the option to enter private comments that will only be visible to you and users with grading privileges. Learners cannot see private comments.

Important

  • Remember tool-based assessments should be graded using the respective assessment tool.
  • Use the Enter Grades tab to easily view all learner grades, grade categories and grade items. From the Enter Grades tab, instructors can assess and evaluate grades for activities conducted outside of Brightspace.

Want more information?

Brightspace Tip #437: Grade Book
Brightspace Tip #475: Quick Eval
Enter Grades in the Grades tool
Grading in Brightspace
Brightspace Tip #204: Interactive Rubrics

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

Image credit: Grade book by David Mulder | CC BY-SA 2.0 (image cropped)

While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.
The title for this blog post comes from Arcadia's song "Election Day," which has nothing whatsoever to do with the American political system. However, a 2021 study suggests that listening to 80s pop music can be an effective means of lowering anxiety.

Election Day in the U.S. is Tuesday, November 5—and it’s safe to say that most Americans are not only well aware of that fact but are also bracing for the emotionally charged days likely to follow. I’ve been reflecting on how to approach those expectations in my class next week.

I began teaching at Xavier in the fall of 2007, so I recall teaching on Wednesday, November 5, 2008, the day after Barack Obama was elected; I also remember teaching on Wednesday, November 9, 2016, the day after Donald Trump’s election. On both occasions, I was unprepared for the strong emotions expressed by my students. Both times, I ended up setting aside my planned activities to give students an opportunity to share what they were feeling. Was that the right decision? I’m not entirely sure. But in both instances, students seemed to appreciate my willingness to create a space for discussion.

According to Huston & DiPietro (2007), when responding to a stressful event, “an instructor’s response need not be complicated, time intensive, or even personalized.” Their study focused on faculty responses to collective tragedies, but their findings apply to other situations that bring up intense emotions. Students in their study often reported frustration when faculty ignored a major event and gratitude when instructors acknowledged that something impactful had occurred.

While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.

The Center for Teaching Excellence at Boston College encourages faculty to consider several factors when planning post-election classes:

  • Your comfort level: What are you comfortable discussing with students? Self-care is essential. Avoid engaging in topics that may elevate your own stress.
  • Student burnout: Are students able to engage in discussion? This has been a long, complex election year. Students might not have the cognitive or emotional energy to process the results immediately.
  • Connection to learning: How does this fit with the course content? For some students, discussing the election results might be more meaningful if there’s a clear link to course objectives.
  • Classroom community: How might this fit within your classroom’s culture? By now, you probably have a good sense of how your students engage with one another and their comfort level in discussing sensitive topics.

If any of these factors lead you to decide against dedicating an entire class to the election results, the team at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan suggests a few smaller steps faculty can take:

  • Acknowledge the situation. By openly recognizing the election, we show students that we understand its impact on them. Huston & DiPietro (2007) found that students felt more unsettled when faculty didn’t respond to significant events at all.
  • Make learning adjustments. When students are stressed, their ability to learn can suffer. Consider temporarily easing your expectations. As Jin (2017) points out, external stressors can greatly hinder a student’s capacity to engage and retain new information.
  • Share campus resources. Most faculty aren’t trained as therapists, as Field (2023) reminds us. Sometimes the best support we can offer is to connect students with campus resources.

This election year, I won’t be in class on Wednesday, but I’ll let students know that they’re welcome to stop by my office for coffee and a friendly conversation. I’ll also be reducing the workload for the week, to give everyone a little more space to process the results—whatever they may be.

References

NDLW logo

November 4 – 8, 2024 is National Distance Learning Week (NDLW). This is the 17th Anniversary of NDLW.

In association with NDLW, the United States Distance Learning Association (USDLA) is offering free webinars focused on how AI is impacting Distance/Digital Education. A few other organizations are offering free webinars during NDLW as well.

For more information on the activities and to register for the webinars visit NDLW 2024.

hands of a male student on keyboard with another person's hand with finger pointing at screen

Giving students timely, useful feedback can greatly enhance learning and improve student achievement. ICYMI, read my Give Students Feedback That Helps Them Learn blog post for information on providing better feedback.

Are you looking for ways to simplify grading and for providing feedback on assignment submissions? These Brightspace tools can help:

Annotations Tool
The Annotations tool allows instructors to provide feedback directly in submitted assignments. Feedback can be provided as text highlighting, freehand drawing, text annotation, and note annotation.

The use of a stylus is not required when using the Annotations tool. However, it could help to speed up the process of marking up the assignment submissions.

For more information, refer to this how to use the Annotations tool blog post.

NOTE: The Assignment Grader app allows instructors to make annotations on assignments. The Assignment Grader app is no longer available for download to new users. Existing users may continue to use the app if they have it installed on their device, but no further updates or support will be made available by D2L and the app is scheduled to be removed from app stores. As an alternative mobile grading option, D2L recommends using the Quick Eval tool. More information can be found in this Quick Eval, Assessment, and The Future of Evaluation in Brightspace article.

Rubrics
Rubrics allow instructors to establish set criteria for grading assignments. Using the rubrics click-and-score simplicity saves time when grading. With a rubric you can provide consistent evaluation and contextual feedback to students. You can add additional personal feedback to each criterion, expanding on why you chose that level and what additional work would be required to improve on it.

For more information, refer to this using interactive rubrics in Brightspace blog post.

Video Notes
Audio and video feedback can provide richer and more detailed feedback than may be possible through written comments. Visual or audio feedback also provides a more personal way of giving feedback. You have the option to provide audio and/or video feedback in Brightspace. Use Video Notes to provide short, video-based feedback, comments, or instructions.

Here are a couple of blog posts with more information:

Quick Eval
Quick Eval allows evaluators to see a list of unevaluated learner submissions from all their courses. Submissions from Assignments, Discussions, and Quizzes are displayed in one location to improve efficiency when locating work that requires evaluation and providing feedback to learners.

For more information, refer to this blog post on using Quick Eval.

The Orange Room

Have you visited The Orange Room (Brightspace Educator Share Showcase)? The Orange Room is a community where educators can learn from each other about efficient and innovative ways to use Brightspace. Several of your colleagues shared tips and suggestions already. Here are two contributions that may be of interest to you:

Want more information?

Brightspace Tip #464: Simplify Assignment Collection
Brightspace Tip #143: Annotate Assignment Submissions
Brightspace Tip #204: Interactive Rubrics
Brightspace Tip #299: Video Notes
Brightspace Tip #449: Video Notes – Closed Captions
Brightspace Tip #475: Quick Eval

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

Photo credit: photo by #WOCinTech Chat is licensed under CC BY 2.0

the word update written on a chalk board

D2L (the company that owns Brightspace) uses Continuous Delivery to update our Brightspace system. The Continuous Delivery model gives us regular monthly updates allowing for incremental and easily integrated changes with no downtime required for our Brightspace system.

Our Continuous Delivery update occurs on the 4th Thursday of each month. D2L provides release notes to help users stay up-to-date with the changes.

Here are some of the updates in the October 2024/20.24.10 release that were added to our system this month:

1) Assignments – Retract button removed for users without the Give Feedback permission

With this release, the Retract button is removed from submission evaluation pages for users who have the Assignments > Delete Feedback permission but not the Assignments > Give Feedback permission.

Previously, all users with the Delete Feedback permission could click the Retract button on submission evaluation pages. However, when they clicked the button, nothing happened unless they also had the Give Feedback permission.

Submission evaluation page with Retract button
Before this update, on the submission evaluation page for users with the Delete Feedback permission but not the Give Feedback permission could click Retract.

Submission evaluation page with Retract button removed
After this update, the Retract button is removed from the submission evaluation page for users with the Delete Feedback permission but not the Give Feedback permission.

2) Brightspace Editor – Path detection warning and configuration variable

A warning now appears when a user attempts to add an object (such as a link or image) in Brightspace Editor that has a path outside of the current course offering. The warning tooltip explains that if the item is copied to another course, the incorrect path would also be copied, potentially preventing learners from accessing the object.

This new warning alerts the content creator to ensure a consistent experience for learners.

The path detection warning and tooltip shown in the Brightspace Editor.
The path detection warning and tooltip appear in the Brightspace Editor.

Note: Files shared from Public Files or external URLs are not affected and will not trigger the warning.

If you are interested in getting more information about these and all the October Continuous Delivery updates, refer to the Brightspace Platform October 2024/20.24.10 Release Notes.

Additionally, refer to the Brightspace Release Notes for Continuous Delivery Releases, for details about current, past, and to preview upcoming continuous delivery updates.

Want more information?

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

Image credit: image by geralt from Pixabay

Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students [1:15:06]

Thanks to those of you who attended last week's "Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students" workshop. The workshop, the twentieth in our #LEX Advanced series, helps you to build on the skills you learned in the #LearnEverywhereXULA course and will help you to unlock the full potential of Brightspace to more effectively support the success of your students.

In case you missed last week’s training session or if you attended the training session and want to recap what was covered, a copy of the workshop recording and resources referenced in the workshop are available. You can find the workshop recording and other resources in support of the workshop on the CAT+FD wiki.

Additionally, if you did not get the opportunity to earn a digital badge for participating in the workshop, it's not too late to earn that badge. We have a corresponding “Support At-Risk Students” module in the #LearnEverywhereXULA (#LEX) course that you can complete to earn a digital badge for this topic. The badge will count towards your #LEX Advanced certification.

A conversation with Asem Abdullahad, Michelle Boissiere, Wendy Gaudin, and Elizabeth Manley on communities of practice at Xavier, facilitated by incoming CAT+FD Director Jason S. Todd.

Links for this episode:

Transcript:

Coming soon!

Quiz Results Displays (formerly known as Submission Views) can be created to allow students to go back and review a submitted quiz. Customizing the Quiz Results Displays allows instructors to choose what information the student sees upon completing the quiz, as well as what they can see when they go back to review a quiz. The default Quiz Results Display shows the overall score to the student (when they submit their quiz) and nothing else. To release more information to students (i.e. feedback, their submitted answers, the answers to each question, class averages and statistics, etc.) you need to either edit the default view or set up an additional view.

The Default View is what students see immediately upon submitting their quiz. The Default View typically does not allow students to see answers to a quiz, but does allow them to view their score on auto-graded items. You can adjust the Default View to allow students to see the answers to a quiz, keep in mind the Default View is what students see as soon as they submit their quiz. Thus, auto-publishing the attempt results and/or showing the answers in the Default View while the quiz is still in progress would reveal the score and/or answers to the quiz before ALL students have submitted the quiz.

Evaluation & Feedback accordion with Customize Quiz Results Displays highlighted

Additional Views can be created with a specified release date and time that allows instructors to release information, or answers, after a certain time. For example, an Additional View could be created for after all students have submitted the quiz (i.e., after the quiz is closed) to allow students to view their score and which questions they answered correctly and/or incorrectly, as well as answers to questions. Another Additional View could also be created to allow students to see the class statistics and could be set to release at the end of the semester. If a quiz has multiple attempts, you can also specify a score required on an attempt in order to release the submission view. You may want an Additional View to be available to the students for a short period of time. To make this happen, you would create another Additional View with the date/time you would like the system not to show any questions.

Customize Quiz Results Displays with the link to add an additional view highlighted

You may decide that you want the Additional View to be available to your students through the end of the semester. In this case, I suggest creating a “Shutdown View” with an end-of-semester date/time. Creating a “Shutdown View” with an end-of-semester date/time is good practice if you are planning to copy a course with quizzes that have Additional Views into another course. This ensures that a quiz with a Shutdown View will force you to update the settings in the course you are copying to. Thus reducing the possibility that you have a Additional View enabled before you want it to be.

Example of a shutdown view with a quiz results display that will not show any questions at the end of the semester

Important Notes:

  • Additional Views DO NOT take effect until the quiz scores have been published.
  • The Limited Duration option allows students to only be able to access the submission view for a short period immediately after completing the quiz. This option SHOULD NOT be used if you want students to review at a future date/time. In this case you should set up an additional view for the date/time you want the view to start AND set up a “Shutdown View”.
  • You should provide students with instructions on how to view a completed test submission.

Want more information?

Creating a Quiz Results Display
Customize the Quiz Results Display (video)
How to view a completed test submission (pdf)

View current, past, and preview upcoming Continuous Delivery release notes
Instructors Quick Start Tutorial
Brightspace Known Issues
Request a sandbox course
Sign-up for Brightspace training sessions
You can find Brightspace help at D2L's website.
Join the Brightspace Community.
Try these Brightspace How-To documents.
Visit our Brightspace FAQs for additional Brightspace information
or schedule a one-on-one session, email, or
call Janice Florent: (504) 520-7418.

Note: Are you doing something innovative in Brightspace or perhaps you've discovered a handy tip? Share how you are using Brightspace in your teaching and learning in The Orange Room.

It’s only mid-October, but many of us are already thinking ahead to the end of the semester. Students may be anticipating Final Exams and tickets home, but I’m thinking about something a little different—course evaluations.

It’s only mid-October, but many of us are already thinking ahead to the end of the semester. Students may be anticipating Final Exams and tickets home, but I’m thinking about something a little different—course evaluations.

You might remember the old days of carbon-copy forms, sealed envelopes, and drop boxes in the Old Convent. Thankfully, we’ve moved to Brightspace for evaluations, saving us from those logistical headaches. No more setting aside class time, reading out scripted instructions, or finding that one student willing to trek across campus with a stack of forms. Now, it’s just a matter of reminding students (again and again) to log into Brightspace and click on the evaluation link.

But why am I thinking about this now, in the middle of October? At Xavier, not every course is evaluated every semester. Only first-year faculty have all of their courses evaluated; non-tenured faculty, after their first year, have two randomly selected courses evaluated each semester; tenured faculty only have one randomly selected class evaluated each year. However, faculty can request evaluations for any or all of their courses.

We recently received a reminder from the Provost that the deadline to request additional evaluations is Monday, October 21. You can submit your request here.

Why You Should Consider Requesting Evaluations

Since earning tenure, I’ve requested evaluations for most of my classes. Why? There are several reasons:

  • Consistency: If one class is being evaluated, why not all? Having evaluations for all my courses provides a clearer, more comprehensive picture of my teaching performance.
  • Certainty: What if my best class of the semester isn’t randomly selected? By requesting evaluations, I ensure I capture the most insightful feedback.
  • Depth: The more evaluations I collect, the more data I have to work with. This richer dataset allows me to identify trends, strengths, and areas for improvement over time.

Course evaluations offer valuable insights into our teaching. The more data we gather, the richer the story we can tell about our teaching journey. While I’m no data expert, even basic visualizations help me make sense of patterns. For instance, this chart compares my positive and negative responses over the years.

A horizontal bar chart displaying various evaluation categories related to a program or service, rated from Poor to Excellent.
Fall 2007 to Spring 2022. This chart offers a comparison between positive (Excellent or Good) responses and negative (Fair or Poor) responses.

In addition to quantitative data, tools like ChatGPT can help summarize qualitative feedback. For example, I recently used it to analyze student comments on my strengths as a teacher. One recurring theme? Supportiveness and understanding. Students often appreciate how I listen to their concerns and adapt based on feedback.

What you do with the data is up to you, but one thing is clear: You can’t benefit from feedback you don’t collect. Whether you’re in your second year or your 18th or your 42nd, consider requesting evaluations for one or more of your classes this semester. The insights you gain might surprise you.