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MSU has a campus-wide subscription to Respondus 4.0 Exam Authoring, a Windows-based exam management/authoring tool that can be used with D2L to provide additional features for creating and managing online quizzes.
Use Respondus 4.0 Exam Authoring to:

Convert Word docs or other text-based exams to D2L online quizzes
Download quizzes from D2L for test bank management
Add automated question titles using a stem (e.g., chapt1-01, chapt2-02, etc.)
Print professionally formatted copies of exams with optional answer keys

Respondus 4.0 Exam Authoring can also be used to move exams from one LMS to another and to import test banks from participating publishers through its Respondus Test Bank Network.
MSU instructors can use the self-enroll link below or contact the MSU IT Service Desk to request access to the Respondus 4.0 Exam Authoring Community where they will receive more information about Respondus and how to download the software.

MSU Respondus Exam Authoring Community Self-enrollment Page
System Requirements for Respondus 4.0 Exam Authoring

Gradebook Considerations
Gradebooks within D2L are an extremely useful tool and can help instructors plan and organize their course efficiently and effectively. Further, the use of a gradebook impacts the perceived quality of an online course (and blended course), as well as the competence of an instructor (Zhang, et. al, 2020). A well-planned gradebook can minimize the stress of record keeping for instructors. It can also allow students the opportunity to monitor their learning and progression, as well as your ability to identify students at risk earlier in your course (Maiti & Priyaadharshini, 2022).
The gradebook should not be an area of consternation in your preparation for the semester. Using and setting up your class gradebook should be a routine practice and one that will save you time and stress at the end of your course and throughout as you evaluate student assignments. Further, your gradebook can be used as a monitoring tool to help students who are struggling. Earlier identification can help to improve the learning experience for students.
 
There are many places that you can seek help and guidance in setting up your course gradebook. You may consider:

    Seeing how this process is done within D2L. This is a recording of a session offered by the IT department experts in D2L:https://mediaspace.msu.edu/media/D2L+Gradebook+Setup/1_t3zcz39
    Consult the D2L help documentation provided by the IT department: https://help.d2l.msu.edu/msu-docs/d2l-grades-at-msu/d2l-gradebook-tips


    Look for other documentation on how to setup your course gradebook:




Brightspace Documentation - https://community.d2l.com/brightspace/kb/articles/3539-set-up-your-grade-book
Brightspace Training Video - https://www.youtube.com/watch?v=Pl4U3rcbPOM



 
Here are some other useful tutorials for using your gradebook:

 Categories - https://youtu.be/hZjoSnyHnjc?si=LDzo88o50yeMU_UO
 Associating assignments to items & categories in the gradebook - https://youtu.be/2H_pbMNfLWQ?si=aWjjWJVS_N52gOyi

Remember if you need further assistance, you can book a consultation with an IT representative.
 
References
Maiti, M., & Priyaadharshini, D. M. (2022). Recommender System for Low Achievers in Higher Education. International Journal of Information and Education Technology, 12(12).
Zhang, J., Addae, H. M., Bakeman, M., Boyraz, M., Flaherty, P. T., Habich, M., ... & Schreihans, C. (2020). Management Students' Perceptions of Online Teaching Quality. E-Journal of Business Education and Scholarship of Teaching, 14(2), 33-52.

Feedback Fun
April is national poetry month (https://poets.org/national-poetry-month), and you want to have some fun with AI. Consider the written feedback that you often provide your students. At times it can seem very sterile and institutional. Even when you offer valuable insights and points, it often gets overlooked because it does not seem genuine or sincere. Enter AI – You could take your typical feedback text and see if AI can make it more ‘memorable’. Here is an example based on a suggestion from Chrissi Nerantzi from the University of Leeds (As presented in: Nerantzi, C., Abegglen, S., Karatsiori, M. and Martinez-Arboleda, A. (Eds.) (2023). 101 Creative ideas to use AI in education. A collection curated by #creativeHE. Graphic Design by Bushra Hashim. CC-BY-NC-SA 4.0.)
 
Original Feedback Text
Below is an example of feedback given to a student found on the internet:
I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.
(Feedback example retrieved from - https://blogs.commons.georgetown.edu/jco34/sample-assignments/examples-of-feedback-on-student-writing/).
 
Using the above text with a generative AI tool (perplexity.ai) the following prompts were given, and the resultant outputs were received:
 
AI Prompt: Compose the above feedback in the form of a poem.
Feedback Poem
Your concision impresses, a skill so refined,Not just the task fulfilled, but more you did find.An intro that's lengthy, yet focused throughout,No excess, just arguments, that's what it's about. For an assignment like this, that's exactly what's needed,Your understanding shines, your ideas are well-seeded.But some arguments lack the development they need,Eliminating one could make the others succeed. As noted before, your grasp of each thinker is clear,The ideas you present, they're certainly sincere.Yet honing those points, refining with care,Could elevate this work, make it beyond compare. So take this feedback, let it guide your next steps,Refine and expand, reach new intellectual depths.Your potential is evident, your skills are so strong,Keep pushing forward, and you can't go wrong.
 
AI Prompt: Compose the above feedback in the form of a limerick
Limerick Feedback
There once was a writer so clever,Whose arguments were quite the endeavor.They built in objections, then hit 'em back strong,But clarity sometimes went wrong.With the writing center's help, they'd do even better. The opening needed more clarity upfront,Revealing the main point, no need to be coy.And Sen's comments on comparing without an ideal,Were points that the writer should not have concealed.Overall the ideas were a true joy. So take this feedback, don't let it annoy,Use it to sharpen, refine, and deployAn essay that's tighter, more focused, more clear.The potential is there, have no fear!Keep working, keep growing, your skills to employ.
 
AI Prompt – Compose in the form of rap lyrics.
AI Prompt: Produce the feedback as rap lyrics
Rap Lyrics Feedback
Yo, listen up, I got some words for you,
Your writing's on point, but there's more to do.
You built in those objections, hit 'em back with your might,
But the clarity's lacking, gotta shine that light.
 
Second language, I know it ain't easy,
But hit up that writing center, make your skills feel breezy.
That opening, it needs to be more clear,
Don't hold back the main point, let it ring loud and near.
 
And yo, you missed Sen's comments, that's a big deal,
Comparing without an ideal, that's how you seal.
But overall, the ideas, they're a true joy to behold,
Gotta tighten it up, make that story unfold.
 
So take this feedback, don't let it annoy,
Use it to sharpen, refine, and deploy
An essay that's tight, focused, and oh so clear,
The potential is there, have no fear!
Keep working, keep growing, your skills to employ.
 
Note: The above examples do not violate privacy as there are no identifiers for the recipient and no grade associated with the feedback.

Check out the March training courses available at no cost to all MSU students, faculty, and staff. Visit SpartansLearn for more information and to register.

Microsoft Teams – SharePoint Site
March 25, 1:30 p.m.
Instructor –Todd Ring
Embark on your journey of digital collaboration and dive into Microsoft Teams SharePoint Site. Unlocking a world where document libraries, site pages, and lists seamlessly converge to redefine the way you work while elevating your collaborative experience and revolutionizing your productivity.
What participants are saying...
“Great audience engagement and use of adult learning principles. I have been struggling with understanding SharePoint for a while now and the instructor, Todd, really helped me figure out how to use it and how it relates to Teams and other Microsoft things.”
 
To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Microsoft Teams – Managing Teams and Settings
March 13, 9:30 a.m.
Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.
 
OneDrive – Getting Started
March 19, 9:30 a.m.
OneDrive is a great place to store files in the cloud, share documents, and ensure document security. Learn about the basics in this entry level course.
 
OneDrive – Working with OneDrive
March 29, 1:30 p.m.
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage accessibility of files and folders, and more.
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn.
For any other questions about technology training, please contact train@msu.edu. 
 

Strategies for Designing Assessments in the Age of AI by Jay Loftus
 
Photo by Steve Johnson on Unsplash

Check out February’s courses available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.

Zoom – Meetings
February 8, 9:30 a.m. 
Instructor Lindsey Howe
Unlock the full potential of Zoom and revolutionize your virtual meetings! Dive into the heart of collaboration as you learn to effortlessly orchestrate breakout rooms, harness the power of seamless recording and reporting, spice up engagement with advanced polls and quizzes, and discover the art of content sharing.
 
What participants are saying...
“The activities were very different than any other classes – Lindsey was very creative!”

To register for the following virtual instructor-led training courses go to SpartansLearn.
 
Microsoft Teams – Getting Started
February 6, 10:00 a.m.
Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
 
Outlook – Calendar Basics
February 16, 1:30 p.m. 
Explore how to set up, work, and view your Outlook calendar. Learn how to set email for “Out of Office” and allow others to view your calendar. Learners will also discover how to use the Scheduling Assistant and Find Time tools. 
 
Microsoft Forms – Creating Forms and Surveys
February 19, 10:00 a.m. 
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
 
Microsoft Teams – Meetings
February 23, 1:30 p.m. 
Explore the settings, tools, and interactive options within a Teams video call meeting. Learn how to schedule and join a meeting, use backgrounds, utilize breakout rooms, and record meetings.
 
Spartan 365 – Overview
February 28, 1:30 p.m.
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, and Teams.
 
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn. 
For any other questions about technology training, please contact train@msu.edu.

Are you interested in engaging in reflective practice around your instruction with mid-semester feedback? 



Read through the "process" section of the mid-semester feedback playlist
Use the CTLI Mid-Semester Feedback Form to customize your feedback survey. Remember, you know your course, objectives, activites, and style best. Add/remove questions that make the most sense for your course!  

note: you must be logged into Google Drive with your MSU credentials to access the form and form instructions


Distribute your anomyous survey to the learners in your course, providing ample time for them to complete

note: double check the Google Form Instructions to ensure you're maintaining anonymity 


After survey is closed, review your data. You can use the "interpret" section of the mid-semester feedback playlist if you need help.
Make a plan of action based on the feedback you recieved, share the plan with your class, and get started! (The "action plan" section of the mid-semester feedback playlist can help if you need ideas.) 



Additional help can be provided by the CTLI Student Feedback team, should you need a thought partner as you navigate collecting, interpreting, and adapting! CTLI offers more instruments for formative feedback and checking in with learners. Learn more about the entire student-facing survey "library"
 

Sometimes when we hear the word "assessment," we think of students silently completing a multiple-choice exam during class. But, there are a variety of ways to assess learning, and how we assess it depends on which skills and ideas we are interested in finding out what students can do.
Assessment Triangle
The assessment triangle helps us think about how we should assess because it connects what we want students to know and do with how we plan to observe what they know and can do. There are three points on the assessment triangle: cognition, observation, and interpretation (National Research Council, 2001).
Cognition
Which concepts and skills do students need to know and do?There are likely some concepts that students need to memorize. There might, though, also be skills that we are interested in students being able to do. For instance, maybe students need to be able to create something, such as a research question for a study and applicable methods. Maybe they need to solve problems and interpret data. What are you looking to assess?
Observation
What types of tasks will illustrate student knowledge and skills?What you have students do for the assessment will be determined by what you want them to know and do. There are a variety of ways to assess, such as (and these are just a few examples):

Multiple choice exam
Essay exam
Group exam
Project
Research investigation
Case study (real life or fictitious)
Poster
Research paper
Infographic
Presentation

Interpretation
How will the tasks determine student knowledge and skills?Once students complete the assessment, how will understanding be identified? That is, how will the assessment be scored? Scoring or grading rubrics can be a helpful start in identifying your expectations of how a student might approach an assessment and how accurate each approach is (or how many points each one is). Rubrics can either have everything graded on a single scale or can be broken down into separate criteria, culminating into one grade for the task. There are many guides available online for creating rubrics, such as from UC Berkeley's Center for Teaching and Learning.
Try it for Yourself
Draw a triangle on a piece of paper. Label each corner: cognition, observation, and interpretation. Choose a few cognitive aspects that you teach together in a single lesson or unit, identify how you might observe understanding of those cognitive aspects, and how you might interpret your observations.
Reference
National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press. https://doi.org/10.17226/10019.
Additional Resources

For assessment examples, view the Assessment Workshop videos, one on assessment options beyond the exam (which includes a description of the assessment triangle a few minutes into the video) and another on exam design.
Although designed for GTAs, this #iteachmsu article on assessment of student learning provides a nice overview, including formative and summative assessment.
This #iteachmsu article on experiential learning describes a more holistic approach to assessment.