DEMOfest 2017: The Art of Assessment

Fall 2017

Tue, November 28, 2017 | 10:00–2:00
Halpern Centre, Burnaby campus

DEMOfest offers you the opportunity to see real learning solutions demonstrated live by your peers. Learn about the tools, techniques and technologies used to create them, network with your colleagues, and get some great ideas that you can apply in your work.

See the full schedule below or download the PDF version.

   No registration necessary

Twitter hashtag: #SFUDEMOfest

Additional information

SFU instructors and students have access to all sorts of learning tools, techniques and technologies, from Canvas to web-based research tools. DEMOfest 2017 will include 14 short presentations and 25 exhibits by faculty members, staff members and vendors showcasing solutions that can produce exciting and effective learning experiences for students.

The theme of our third annual event is Assessment. Creating meaningful assessments is an art form. Take the opportunity to talk to faculty members and other participants about the ways they have developed assessments that enhance student learning strategies, create collaborative learning environments, support positive interaction, develop flexible modes of learning, and more.

All activities will take place in the Halpern Centre. Drop in for a single demo or stay for the whole day. Bring a friend or come alone. There’s no need to register, and there will be refreshments. We hope to see you there!

  • See technology solutions to common teaching/learning challenges.
  • Engage with presenters and learn more about the why and how of their solutions.
  • Network informally with colleagues.
  • Listen to our speaker series featuring 15-minute presentations on learning technology innovations.
  • Participate in contests and raffles and win prizes.

Schedule of presentations and exhibits

10:00–10:15 | Opening Remarks
Brad Johnson, Teaching and Learning Centre

10:15–10:30 | Using an Online Student “Muddy Point” Reflection Tool to Improve Learning and Teaching
Tun Myint, Faculty of Health Sciences, and Barbara Berry, Teaching and Learning Centre
Presentation and exhibit

Using a formative online self-reflection tool can assist students in a large classroom setting to identify “muddy points.” Instructors can use the results to re-teach difficult concepts and ideas and to improve student learning and instructor teaching. The muddiest-point Classroom Assessment Tool (CAT), initially created for a small classroom setting using paper and pencil, was integrated, with the assistance of a Teaching and Learning Development Grant (TLDG), into the Canvas platform in 2017 for use in a large classroom setting. We will demonstrate the ease of use for students and instructors and share our scaling-up process, study findings, challenges and opportunities for other courses.

10:30–10:45 | Peer Evaluation and Canvas
Kar-On Lee, Teaching and Learning Centre, Lara Aknin, Department of Psychology, and Qing Liu, Teaching and Learning Centre
Presentation and exhibit

As recipients of a 2016 Integrated Learning Technology Development Program (ILTDP) grant, Lara Aknin from Psychology and Kar-On Lee from the Teaching and Learning Centre are looking to integrate iPeer, a peer evaluation software, into Canvas. This tool attempts to fill a gap by providing a peer evaluation tool that will allow students to rate each other's contributions to group work in classes.

10:45–11:00 | Two for Tuesday: Canvas for Assessment Combined with Grav CMS for Open Content
Paul Hibbitts, School of Computing Science
Presentation and exhibit

Canvas itself has a lot going for it assessment-wise, such as post-first discussion topics for reflective one-minute class summaries and use of the SPUNKI rubric for more insightful required reading quizzes. However, its limited customizability can prevent other pedagogical or experience goals from being met for even tech-savvy educators. The combination of Canvas with the modern content management system Grav can offer new capabilities both inside and outside of Canvas, including an open and collaborative Git (i.e., GitLab or GitHub) Markdown–based workflow where course materials can even be updated from the desktop, and a seamless multi-device experience for students and instructors.

11:00–11:15 | Online Collaborative Grading with Crowdmark: An Update on Usage at SFU
James Colliander, University of British Columbia
Presentation and exhibit

Crowdmark has been used heavily at SFU over the past two years. Hundreds of instructors and graders have evaluated more than 600,000 pages of work written by 11,000 SFU students. This presentation will provide an overview of online collaborative grading of digital and paper-based assessments using Crowdmark.

11:15–11:30 | A New Tool for Plagiarism Detection
Chris Upton, University of Victoria
Presentation only

Plagiarism3D is a new tool that helps instructors determine if students have plagiarized their work.


  • Quick and easy to detect plagiarism
  • Graphical user interface (GUI) to view results
  • ALL documents remain on local computer
  • No special hardware required
  • Compares short and long documents
  • No remote databases required
  • Cost-effective

11:30–11:45 | Developing Undergraduate Study Skills with Strategy Reflection
Teeba Obaid, Faculty of Education
Presentation and exhibit

Strategy reflection is a graded assignment in which students record, explain and assess how they prepare for an examination. The purpose of the assignment is to give students an opportunity to reflect individually on their learning goals, motivations and outcomes, and help them develop more advanced and efficacious study skills. Although study reflection may be most readily adopted in an educational psychology course dealing with topics relating to study strategies, achievement motivation and self-regulated learning, with some adaptation it can be used in any course featuring a mid-term examination.

11:45–12:00 | Introducing Leganto: A New Library Course Reserve Software
Scott Mackenzie, SFU Bennett Library
Presentation and exhibit

Leganto is a new library course reserve software that is being rolled out in a pilot project in the Spring 2018 semester. This software will allow much greater interoperability between Canvas and Library Course Reserves. Instructors will be able to easily create course reading lists and submit these to the library for processing. Full implementation will take place in Summer 2018.

12:00–12:15 | Turning “Educational Video” Upside Down: Students Record, Teachers Watch!
Fred Cutler, UBC Arts and
Presentation and exhibit

I will present the CLAS software developed at the University of British Columbia and now available through a startup called WeVu. This web application allows for super-flexible sharing of video with roles suited to education PLUS dialogue along the timeline of the video. Perfect for students practicing skills and getting feedback or for fostering engagement with traditional watch-and-learn educational video.

12:15–12:30 | Student Assessment: Low Stakes and High Stakes
Liz Boag, Top Hat
Presentation and exhibit

Use Top Hat’s bring-your-own-device (BYOD) solution to assess students in one of three ways:

  1. In-class engagement and polling
  2. Securely testing students in-class using lock-out browser technology
  3. Assessing comprehension levels as students read interactive textbooks

12:30–12:45 | Peer Feedback on the Writing Assignment: Benefits and Challenges
Miwa Watanabe, Faculty of Education
Presentation only

Peer feedback is a promising strategy to help students enhance their learning. Students receive rich, individualized, time-intensive feedback from peers to improve the quality of their work. Various beneficial facets of peer feedback for student learning have been identified in numerous studies. On the other hand, there are many challenges and concerns about the peer feedback approach. In this session, benefits and challenges will be shared from ongoing thesis research.

12:45–13:00 | Contemporary Authentic Assessments: Why It’s Time to Transform the Traditional
Sylvia Gajdics, Lifelong Learning/Continuing Studies
Presentation and exhibit

Are you interested in exploring innovative ideas and methods around assessment? Join the discussion in this interactive session contrasting “conventional” assessments with “authentic” assessments. What happens when a multiple choice exam is replaced with a performance-based assessment?

13:00–13:15 | iClicker Reef: Get Students Engaged in Their Own Learning
Gilaine Waterbury, iClicker
Presentation and exhibit

iClicker’s mission is to create simple, intuitive, and reliable technology solutions that promote active learning in the classroom. With over a decade of experience, iClicker is the market leader in student response and classroom engagement. We believe in giving every student a voice, and that all classrooms should feel small. iClicker’s innovative solutions make it easy to track attendance, increase participation, facilitate quizzes, measure performance, and get more out of your classroom. See why thousands of instructors use our simple, award-winning student response solutions to engage their students.

13:15–13:30 | What Characteristics of Students’ Posts Trigger More Responses from Peers in Online Discussion?
Mladen Rakovic and Zahia Marzouk, Faculty of Education
Presentation only

Many students who participate in online courses feel isolated and less motivated to study due to a lack of peer response in online discussion boards (Hew & Cheung, 2014). Our research examined the characteristics of students’ posts in Canvas online discussions that triggered more responses from peers. To model for characteristics of a post, we designed a 10-category coding scheme inspired by the ICAP framework (Chi, 2009; Chi & Wylie, 2014). Each post was broken into smaller units, and each unit was coded as representing mainly one of the 10 categories. Our findings show that particular categories of information triggered more peer responses that made genuine contributions to the discussion. We propose learning analytics for students and instructors to promote post characteristics that enlarge discussion.

13:30–13:45 | Interactive Quizzes in Canvas
Atousa Hajshirmohammadi, School of Engineering Science
Presentation only

In this session, I will demonstrate how I have created interactive quizzes in Canvas for my ENSC 280 course as a free tool for students to practice with. I will also present the results of a student survey about the quizzes.

13:45–14:00 | Closing Remarks
Carson Au, Teaching and Learning Centre

Exhibits only

Assessing Protection of Privacy at SFU
Alexandra Wieland, Archives and Records Management

Learn how to assess and mitigate risks to personal information in the classroom. What privacy rules apply? What tools are available to help with compliance? What do you do if there’s been a privacy breach? Get the answers to these questions and bring your own!

Assessing Student Engagement and Experience
Student Engagement and Retention Team, Student Engagement and Retention

Engagement is a key driver of student success and a pillar of SFU’s strategic vision. Student Engagement and Retention (SER) fosters research-based methods to assess and better understand student perspectives on engagement. Through the examples of co-curricular initiatives and student leadership programs, we will share strategies for incorporating student voices as a key source of assessment data. As well, we will discuss how qualitative student feedback is collected, analyzed and used to support student experience and engagement inside and outside the classroom.

Benchmarks for Assessing and Improving the Quality of Inclusion at Post-Secondary Institutions
Arden Duncan Bonokoski, BC Initiative for Inclusive Post-Secondary Education (STEPS Forward)

The BC Initiative for Inclusive Post-Secondary Education (IPSE) is working in partnership with SFU towards the goal of full inclusion for students with developmental disabilities in the mainstream of academics and campus life. IPSE pioneers have established benchmarks for assessing the quality of inclusion and to ensure continuous quality improvement. We will share these benchmarks and discuss how they can be used to improve inclusion for all students at SFU.

Distance Learning with the NEW Collaborate Ultra
Billy Gould, Blackboard Canada

The new Collaborate Ultra is a fully redesigned, high-quality, browser-based web conferencing solution that makes distance teaching and learning simple, crystal clear, and worry-free. Speedy launching and simple deployment mean educators and students can focus on teaching and learning with less hand-holding. And with broadened device support, including Chromebooks, participation is possible anytime, anywhere. Features include raise-your-hand, whiteboard, polling, breakout rooms, and MP4 recordings. Please stop by our booth and see the new Collaborate Ultra live!

Evaluation at SFU Career & Volunteer Services
Tony Botelho, Penny Freno, and Jocelyn Loi, SFU Career & Volunteer Services

SFU Career & Volunteer Services uses two main forms of evaluation: Post-Pre Surveys and Minute Essays. At our table we will be sharing examples of both and highlighting some of the unexpected benefits that have come from these approaches.

Increase the Accessibility of Your Course with UDOIT Technology
Mitchell Stoddard, Centre for Students with Disabilities

Are you interested in creating course materials that are available to students at any time, on their preferred platform (e.g., iPhone), and in a format that is more accessible to persons with diverse abilities? If so, you might be interested in tools like UDOIT and other approaches to creating more universally accessible course materials. We will provide information on a few tools and approaches that are available at SFU to help you adapt courses to better meet the needs of students.

Mastery Grading: Assessment as Incentive to Learn
Mark Blair, Cognitive Science Program, Department of Psychology

Mastery grading, as I’ve implemented it in a large introductory course (COGS 100), uses difficult pass/fail tests and repeated retakes to assess student knowledge. Complex, critical thinking–focused multiple choice/multiple answer tests are taken in class. Each test is a random sample from a large bank of questions for each topic. Students are encouraged to fix their mistakes and misunderstandings and continue working until mastery of the topic is attained. This assessment method thus increases student effort and, more importantly, dramatically improves student learning outcomes.

McGraw Hill SmartBook
Kim Rauhala and Claire Morrison, McGraw Hill Education

SmartBook is an adaptive reading experience. Unlike a typical eBook, SmartBook personalizes the content to a student’s individual needs, continually adapting to provide the optimal study path for each learner. This ensures that every minute spent studying with SmartBook is the most productive minute.

Meet Your Teaching and Learning Centre Support Team
Carson Au, John Born, Shantala Singh, Jason Toal, and Duane Woods, Teaching and Learning Centre

Do you know what the Teaching and Learning Centre can do for you? Whether you want to redesign a course, learn more about Canvas, define your educational goals, or try a new assessment technique, we are here to support you. Find out what services are available to you. The TLC’s Educational Media team will be present to show you how we can support the use of media in your course assignments. Many instructors are giving students the opportunity to use video, audio, graphics and visual design as an alternative to text-based assignments. We can offer training services to help you build your skill set in order to support students who are creating media. Stop by for a Q&A session!

SFU IT Services: Privacy and Security
Stephanie Stewart, IT Services

The privacy and security of learning-related online systems, whether at SFU or externally hosted, is a top concern for SFU IT Services. Find out what questions you need to ask when considering the use of a technology not hosted at SFU.

Solutions and Services for Document Scanning, Scantron OMR Forms Replacement, and Crowdmark
Dennis Kong, Document Solutions/SFU Bookstore

SFU Document Solutions offers a number of assessment-related support services for instructors. Learn about using the new Remark OMR replacement solutions for Scantron forms, as well as document scanning options for Crowdmark and document management.

Student Evaluation of Teaching and Courses at SFU: The Blue System
Lana Newton, Teaching and Learning Centre

Student evaluation of teaching and courses (SETC) at SFU has been evolving over the last few years, and while most of the work is being done behind the scenes by a small team of innovators to work out kinks in system processes, it’s time to start thinking about the future. Come and look at what the Blue suite of feedback tools can do to help instructors engage with their students.

Teaching and Learning Resources at SFU Library
Hope Power, Rebecca Dowson, Janis McKenzie, and Don Taylor, SFU Library

See what tech solutions the SFU Library offers to support learning about research, and how the Library can customize learning materials for specific courses. Find out more about exciting initiatives we’ve been working on this year, including the SFU Open Educational Resources (OER) Grants program (in partnership with the Teaching and Learning Centre), the Digital Humanities Innovation Lab, and Canvas student learning modules on copyright, plagiarism, research skills and more!

Teaching with the Dialectical Map
Shiva Hajian, Faculty of Education

The Dialectical Map is a web-based visualization tool that facilitates argumentation. It visually prompts students to consider both sides of an argument and organize their arguments in a systematic way. Our research has suggested its effectiveness in promoting the acquisition of argumentation skills and the learning of subject domain knowledge. Teaching with the Dialectical Map attains two pedagogical goals: learning to argue and arguing to learn.

Well-being in the SFU Learning Environment
Rosie Dhaliwal and Alisa Stanton, SFU Health Promotion

Learning environments have a powerful ability to impact student well-being, while student well-being also contributes to a positive classroom dynamic. However, well-being is rarely addressed within this setting. SFU Health Promotion has taken a forward-thinking approach to enhance student well-being within learning environments. Partnering with the Teaching and Learning Centre, and engaging SFU faculty members, the team has researched and developed the award-winning Well-being in Learning Environments project. This project identifies key conditions within learning environments that can impact well-being, such as social connection and inclusivity, and offers practical tools and strategies that instructors can incorporate into their teaching practice.

Wishing Upon A Learning Outcome
Kar-On Lee, Teaching and Learning Centre

Learning outcomes are becoming a part of SFU’s academic process. The Teaching and Learning Centre is looking at various tools and processes that will enable faculty members to meet their requirements in a time-effective manner. Come and see what Canvas has to offer at this time; we are looking for suggestions and feedback in order to reach your outcomes “utopia.”

November 28, 2017