Abstract:

In today’s digital learning environments, Learning Management Systems (LMS) such as Canvas play an essential role in supporting instructional processes and assessment practices. This study explored how mathematics and science teachers in a public school district in the United States perceive and utilize the Canvas LMS to enhance Assessment for Learning (AfL). Using a qualitative design, data were collected through semi-structured interviews and analysis of participant-provided Canvas assessment materials. Thematic analysis revealed that teachers conceptualize assessment as a frequent, multidimensional checkpoint for understanding rather than a summative endpoint. They reported employing a blended approach that integrates formative and summative strategies, with an emphasis on feedback, self-assessment, and student collaboration.

Teachers identified the auto-graded quiz function in Canvas as a central AfL tool. Immediate feedback at the individual (micro) level enabled students to recognize learning gaps, while aggregated data at the classroom (macro) level informed teachers’ instructional adjustments and pacing. Additional features such as question banks, randomization in mathematics exercises, and collaborative digital workspaces were used to diversify assessment methods, reduce manual grading load, and increase teacher-student interaction. Although teachers acknowledged the limitations of auto-graded quizzes, particularly their tendency to assess surface knowledge, they addressed these constraints by combining question types and including open-ended or evidence-based tasks that required students to upload supporting materials such as images, files, or recordings.

Participants described Canvas as a user-friendly and efficient platform, highlighting that its advantages outweighed its disadvantages. Reported challenges included technical constraints in editing mathematical symbols, limited graphing tools, and occasional key-sensitive scoring errors. Teachers’ perspectives were also influenced by their technological experience, the professional support and training provided by their district, and the shift to remote learning during the COVID-19 pandemic. Those with longer experience and stronger professional networks demonstrated higher confidence and more creative integration of Canvas into assessment practices.

Overall, the findings indicate that mathematics and science teachers actively apply AfL principles within Canvas, positioning assessment as an ongoing process that informs teaching and promotes student reflection and engagement. This study contributes to understanding how digital learning environments can foster effective AfL practices in school settings. Insights from teachers’ experiences can inform educational policy, curriculum design, and professional development programs aimed at enhancing teachers’ capacity to use LMS platforms to improve assessment for learning in science and mathematics education.

Keywords:

Assessment for Learning, Canvas LMS, digital assessment, teacher perspectives, mathematics and science education, instructional technology.