Document Type


Publication Date

Fall 9-11-2020


Low-stakes assessments contribute to positive classroom culture, increase student confidence and preparation, provide feedback to the professor on common misconceptions, and open up lines of communication between students and professors. Here, I present an example of how Canvas can be leveraged to perform a daily, low-stakes assessment in a medium-to-large LAC introductory course. These daily assessments hold students accountable for attendance and participation without levying harsh penalties for personal circumstances, allow the professor to nimbly address misconceptions in real time, and increase the personal relationship between students and professor in a setting in which it would otherwise be easiest for students to remain anonymous faces. Student responses and feelings towards these daily assessments is generally positive and reinforces the benefits that the literature predicts they would have on sense of community, achievement, and overall preparedness for higher stakes exams.

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