Participant reference
Questions + Practices to Consider
Use these prompts to think through how Gradebook choices affect calculation, visibility, workflow, and the learner experience.
1. Is the grading structure easy to understand?
Compare the grading approach communicated to students with the way Canvas is currently calculating the course total. When weighted Assignment Groups are used, look at group percentages and assignment placement together. In a points-based course, consider how point values influence the total.
Pause
If a student compared the grading information for your course with the Canvas Grades page, would both communicate the same grading structure?
2. Do you know what is calculating the total — and what is only displaying it?
Raw points, weighted groups, and grading schemes do different jobs. When a Canvas grading scheme is enabled, compare its percentage ranges with the scale communicated to students. Not every course uses a Canvas grading scheme.
Pause
Would a percentage near a letter-grade boundary produce the same result everywhere a student might look?
3. When do students actually see grades and feedback?
Canvas supports automatic and manual posting behavior. Knowing which approach is active helps instructors anticipate when students will see scores and comments. A learner-facing Grades check can help when visibility is uncertain.
Pause
When a score or comment is entered, when does the student actually see it — and is that when you intended?
4. What does the Gradebook state communicate?
A blank, zero, Missing, Late, Excused, and unposted grade do not communicate the same thing. Score, status, and visibility can each tell a different part of the story.
Pause
Could a student reasonably interpret the current Gradebook state differently from the way you intend?
5. What would an automated late or missing policy change?
Canvas can automate certain late and missing behaviors. Before relying on those settings, compare the configured behavior with the policy and expectations that apply to the course, and consider the effect on existing and future submissions.
Pause
If the automation were applied today, what would change in the Gradebook — and what would students see?
6. Where does grading create unnecessary rework?
A repeatable sequence can help instructors notice where they are making avoidable return trips: Open → Review → Score → Feedback → Status → Verify → Next. The sequence is a workflow check, not a required process.
Pause
Which part of your current grading sequence is most likely to create an avoidable second pass?
7. What does the learner see?
The instructor Gradebook and the student Grades view answer different questions. When totals, posting, or visibility are in doubt, check the learner-facing view to confirm what information is actually being communicated.
Pause
If a student opened Grades right now, what would be immediately clear — and what might still require explanation?
A decision lens for Gradebook choices
Examine → Predict → Verify → Decide
This is not a Canvas rule. It is a simple way to slow down at the moments that actually require judgment: examine the situation, predict the likely effect, verify what Canvas does, and decide what fits the course.
Sources for further reading
The Canvas-specific information in this resource aligns with Instructure documentation describing Assignment Groups and weights, grading schemes, grade posting, late and missing policies, Gradebook states, SpeedGrader, and student-facing grade views. Higher-education teaching-center guidance also emphasizes clarity and transparency around grading criteria, weighting, and policies.