 And we officially start. Hello everyone. Thank you for being here today and as we are running our third webinar, which is about assessment and exploring forums. I am Alaka Sam, education advisor here in Moodle HQ and today with me is Mary Cooch. Hello everyone, I'm education manager at Moodle HQ. And over to you Anna, let's get started. Thank you. Well, if you join us in the previous session in the previous webinar about assessment, which was about exploring assignments, you will notice that today's webinar follows the same concept. So it is an interactive session where you have the chance to see things both from teachers and students perspectives. And if you want to, you can also access the course where you will find the preset examples and we are going to see those together. And you can actually try them for yourself. The course link is here. As you can see, the course is called Assessment Exploring Forms and we are ready to move on. Now, you might already have heard about Moodle and how it can support different type of assessment methods, different grading methods and about the several types of activities that can be used for assessment. Let's see things a little bit in detail. Moodle, there are activities that can be auto assessed from the system, activities that can be assessed by a trainer, and also activities that can be used with can be set up actually with peer assessment. And there are two main grading methods that are supported, the symbol direct grading, where we can assess activities with numerical points from 010, 0200, something like that, or custom scale like missing, weak, fair, strong, or not give a grade if we don't want to. But there is also the advanced grading method and we can have their rubrics or making guides. I'm not going to talk more about these two because we are going to see them in detail later. So we have many graded activities in Moodle. Some are human graded. It means that either a teacher, either peers need to assess and these are the assignment, the form, the glossary, the database and the workshop. And we also have system graded activities like the quiz, lesson, the H5B and the score. Our previous session was about assignment. This session is about forum. And as you can imagine, there are more assessment sessions to come. As I said, today we are focusing on forums. So in short, forums allow students and teachers to exchange ideas by posting comments in a thread. So forums are mainly are the main online tool for communication and collaboration within an online environment as they support a synchronous discussion. So a lot of people consider them just as a communication tool. But since they can be graded, they can be also become assessing tools. So forums are very easy to be set up in Moodle. It's a very easy activity. And it's very, very powerful because it has many settings and the combination of the settings can help you set up a forum for a formative or a summative assessment. So let's see things with a wider overview. So in a formative setting, we have activities where the goal is learning, and we set up the forum, that forum to be always available. And if we use grading, it will be to motivate learners. In this case, the subscription to the form will be automated or optional. The auto setting, the auto subscription, means that by default learners will be subscribed and they will receive notifications to their emails. And the optional means that they can decide if they will be or not subscribed. On the other hand, if we set up a form for summative assessment, the goal will be the assessment per se. So we might want to use due and cut of dates to make things more strict. We certainly grade for evaluation and the subscription could be forced. Also, in a formative forum, we might want to rate by grade by enabling ratings and perhaps we want to empower learners and give them the right to do a peer rating. We don't have to use a pass grade for that. And usually the completion is said to view and the number of posts. And in formative forums, the grade in the grade book will probably set with a weight 0%, so as not to affect the course total. On the other hand, when we have a summative forum, we might want to use ratings or a whole forum grading for teachers to grade. We might use a pass grade required, and the completion will be again the grade. And in the grade book, the weight for this activity could be probably more than 20%. So Moodle has six different forum types, and today we are going to see five of them, excluding the announcements forum, which is one way form, it's not communication and learners cannot participate there. And we're going to see how to combine with the two different grading options that they have, the post rating and the whole forum rating. So just before beginning with that, let me share the first poll with you. Okay. Can you see it? Please tell us, just to meet each other, know it's other better, please tell us a bit about your background, if you are primary school teachers, secondary or professor, what's your affiliation here. And for how long you're using Moodle, and if you have ever used the forums for assessment, I can see that we have many people that have never used or rarely used forums for assessment. I'm wondering to see if we will change your mind today. Okay. And let me end the poll. Let's see the results. Good. So we have a lot of trainers today and other users and more than what could that be, please give us a clue in the chat. So we have experienced Moodle users for more than two years, great. And, yeah, just 20% you regularly use forums for assessment. Please feel free to share as we move on in our session, feel free to share your example and your ideas about assessing with forums. And returning back to the presentation and move on. Welcome to see different types in combination with the different grading options here. And let's start with the each person post one discussion, this is one forum type, where each learner can post exactly one discussion for others to see and reply to it. And we have combined today, this type of forum with post rating for teachers. And we use numerical scale. Specifically, we are going to see an example where we have set up due and cut off dates. We have allowed three attachments, what count subscription is set to auto rewriting is forced, and post rating will be in a zero then scale with a maximum aggregation. And all it needs to be completed is one just discussion. Let's see, you may jump into the course if you want to see it lie. It's, we talk about the each person post one discussion this is the section, and the forum is called renewable energies. So, I'm here as, as a learner, as a learner one actually I can see the due date and the completion notification. And also I can see that I can now add a new discussion topic. And also see the warning that this form allows only one person to start one discussion topic so as soon as I start and create my post my first discussion, I won't have the right to do anymore. So, let's see these and how this can be graded as teachers. So come here it's person post one discussion and I'm opening the renewable energies. And here wow we have a lot of participation I wasn't expecting that to be honest. Okay. I can just click one. And I can see here the option to rate the examples. Let me move just back to see an actual submission from learning one. This is a very good learner you will see in the as we move forward. We have the word counting here can see how many words I did I see two options and at the bottom I can see that I can give the rate. And that's it. It wasn't very good that after all. So, to actually understand the maximum rating and to understand the concept of all those settings, we have to see the context. So, in all of our examples, we first set the scene, the context here is that we, we are transferred in high school where the physics teachers is offering the course online. He wants to this teacher wants to implement a flip class metal. So he wants to ask learners to make a research and then come here at a new discussion topic and describe the renewable energy and the server research they have done. The point is that a teacher shall choose to have the aggregation set up to maximum because he mainly is interested to assess only one post, the very first post where each learner describes their research. We need to have in mind always, what's the context, otherwise the settings don't really make sense. So, we saw the cutoff day, the due day on top, but as said, we have a cutoff date setup as well. The cutoff date, you don't really see it now but when it expires, when it is reached, you learners won't be able to keep adding posts to this forum. So, another warning will appear. And now I would like to ask you, do you like numerical scales for post ratings? What do you think? Please tell us in the chat. And, Mary, would you please share your opinion? Yes, I do like numerical scales because I think they're simple. You can see exactly where you are and what you've got. Particularly, if, as in your example here, it's just the teacher doing the rating and they're more than likely to only rate one forum post. As in your flipped learning example there, with the each person post one discussion post. I think some people struggle a little bit with understanding the different aggregates for rating, but I think in this case it works very well as a fairly straightforward one. We do have some comments in the chat, actually. In fact, Vasity agrees with me saying this would be the simplest to rate, I guess, because it limits the student to one post only. Well, it doesn't necessarily limit them but it means we are focusing on that post they make once they've done their research in the flipped learning environment. Just a general comment from Sam asking, what advantage does a forum assessment have over other Moodle resources? Are they easier to set up, more likely to engage students? I would say it's not that they necessarily have an advantage, it's just you can use them in different contexts. And personally, I feel that some learners, just like the idea of typing into a forum, it's less formal than an assignment. And so it will sometimes engage them a little bit more. And then one more thing is, Alex says they prefer scales one to five. And Rob is asking, can you open a one topic forum? I think you mean each person posts one discussion topic forum for peer comments later. If you mean getting the learners to rate each other as opposed to the teacher rating, I think we're going to be covering that shortly. Eduardo prefers to use a rubric. Well, we've talked about that as well. And yeah, we've got some people discussing the students rating and also single ratings like Moodle.org useful. And this is really great because the comments I'm seeing are discussing things that we're going to look at shortly. So I'm going to pass back to you, Anna, and let's continue. Thank you, Mary. Thank you, everyone. And let's move to our second example. The second example is with a single simple discussion. This is the type of forum. And in this type of forum, teachers post a discussion for students to reply. No option for them to add another discussion or to initiate a different topic. So we have combined this type of forum with post rating by teachers using a custom scale this time. Please note that this type of forum, the single simple discussion cannot work with separated groups. Keep this in mind if you want to use for groups of work. Now, in the example that we'll see, the setup has subscription disabled and re-tracking is forced. Post rating is set to custom scale that we will see and all it requires is one reply. As you can see or you can imagine, this setup is way too simple. You will realize why. Go please check on the example number two, a single simple discussion where you will find the lessons learned from ESABS fables. Now we are in an elementary school with very young learners. And here we are in a literature course which is offered in a blended learning mode. So there has been already a discussion about ESABS fables in the class and teacher wants learners to share their lessons learned as a homework. So young learners, all they have to do is just to click reply and post their answers. Now, as a teacher, let's see how we can grade this. Lesson learned from ESABS. And you can see here already we have people answering. Thank you. And so easy. I have set up a very, very simple positive scale only with two levels, Bravo and well done. And I can quickly rate just by actually making a comment, not an actual rate. This is a positive scale only. This obviously a formative assessment, if we call assessment. And my intention is just to give a positive feedback and congratulate learners for their work. So that's it. A very easy, very quick setup. Perhaps you are wondering about custom skates. I'm not sure if you have used it, but I have to tell you it's very, very, very easy to set them up. All you have to do is to click the gradebook and from the gradebook, the skills tab, and you will be here. If you select the other new scale, you give the name, if you give the scale levels and a description if you want to for others to use it. If you do have teacher rights, then this scale will be served within your course, and you can use it in several activities. If you have admin rights, then you can also take here the standard scale and make it sideways used. So please tell us what you would prefer, a numerical or a custom scale for post rating. What's your opinion? What's your opinion, Mary, actually? I, well, I like both. I like everything in Moodle, but I think a custom scale is particularly useful because you can tailor the scale to what you are doing. There's one example in the Learn Moodle Basics facilitated MOOC that we run twice a year, just to give people examples of Moodle activities. We have a database where people submit their favorite recipes perhaps from their countries. We have a custom scale based on deliciousness because it's looking at the recipes and it's not graded, but it's just a way of giving your opinions. So I like the fact that with custom scales, you can focus on the context there. For example, we've got, I'm reading backwards through the chat here, lots of comments here. We've got Vasity who says satisfactory, unsatisfactory. We've also got Vanessa who says, and I like this one, sometimes we use approved, not approved, of course, again, this depends on what it is. There's David Dev who says, where can I find a fix for the single simple discussion with groups problem? There isn't a fix. I don't think you can use a single simple discussion with groups. You'd have to have several of those forums and then you could restrict them using restrict access to groups, but you can't use one of them with groups if you understand what I mean. And then Claire's commenting how we also that students have the choice of what to post, text, audio, video, and so on. And the general consensus seems to be people prefer custom scales. As Sam says, agreeing with me, you can make them very relevant to your students and use their language or style of feedback. Very clever. And Hugo does say this also goes to the grade book. It does go to the grade book, but you don't have to include it as a grade if you're just using them for formative assessment. So I'll pass back to you, Anna. Thank you. Thank you so much for your contributions. Let's move on to our next example, which is a standard form for general use, probably the most common forum type used ever. In this forum type teachers write an introduction and withstands above the discussion and students can see a button to add new discussions reply and everybody makes posts several posts and several discussion and can be really vivid activity. We have combined the standard form for general use today with learners rating. And we have set up a custom state. And we're going to see in details things. We have also set up subscription to be optional and force the retriging. We have overridden learner permission source to allow learners the rate post because by default, the role of the student or learner doesn't have the right to make a rate. So we will see this how it can you can do it. And the post rating is going to be with a custom scale operates aggregation this time and the completion requires to view and make two posts. So let's see it. You can check example three standard form for general use. And the forum is the facilitation success and horror stories. Now, we are this activity actually is a nice breaker forum. It's a nice breaker for when I train the trainer sessions so we want to unlock people we want them to get involved, say their thoughts and get start meet each other, comment with with each other. And that's why we have enabled here P rating. As you see, I'm logged in here as learner one, and I can see that I can add a new topic if I want to and I can check what learner to has already done. And if I take his discussion, I cannot see the rate option. And as teachers did before, I can actually read, I can actually read. Now, as a teacher. I'm coming here. I can see all the stories here. And if I click the post. I can also read. And to be honest, why not. This is a nice breaker activity. I think we can overdo a little bit with grades and have fun. And why not give, you know, a feeling of gamification like, let's see who's going to get the most of the points and the most of the ratings and select the best story to tell. A fun activity is that's very easy to set up. We don't have to officially grade it. It's obviously again a formative assessment activity. But we can play a lot with it. Just to explain that p rating is a very simple process. Let me show you quickly how it's done as a teacher when you click the actions menu inside the form you select permissions. You can panic with the table that you will see. Just go and filter rate post, and you're going to click the plus under the roles with permission and select the role of learner or student, depending your system. So does forum p rating fit in your context. Yeah, well, absolutely. I think most of the courses and so on that I'm involved in do have forum p rating it works really well with social constructionism upon which Moodle is based. I mean, as an example on moodle.org, people who ask questions and then others reply, we have a single option which is useful it doesn't have to be. When you do any kind of rating you don't have to have more than one. You can have just one single option. You could have an emoji you could paste in an emoji to have a like. And I really like your star rating as well that you had as that example and again, if we're not using it to be graded, then it's it's fine it's fine to do that. And what's really nice to know here is that David is saying, yes, I think I'll try this in my next course in January. That's what we want to hear people getting ideas and then trying them out. And Dave is asking, can I set up for a moderation or an approval process before a post appears. No, I think you're asking in general about, can someone post to a forum and you the teacher moderated in advance I don't think that's true. I suggest you take a look in our tracker, our moodle tracker tracker dot moodle dot org because this is something that has been asked for quite often. Okay, Sam is asked, said he recently created a course of curated tutorial videos and wanted a way for students to rate them couldn't find a solution should have thought that a forum with ratings would do the trick so we found your solution for you Sam. Next time to you Anna. Thank you, thank you Mary and everyone. We're moving on to the next example, which is a Q&A forum. It's one of my favorite I can say. This, this is a different special type of forum because here teachers post a question where students needs to reply before being able to see other learners replies. So, we have combined this Q&A forum with teacher grading that will be done with whole forum grading and a grading rubric. A grading rubric is a set of criteria with defined levels and it's criteria and it looks a bit like this. Usually, and in the moodle rubrics have been firstly introduced in the workshop activity, if you are aware of that. And a little bit later appeared in the assignment and actually this is a screenshot from the assignment rubric and even later they appeared in forums. So, today we are going to see Q&A forum set up with auto subscription where re-tracking is forced, whole forum is grading, enabled with a rubric and the completion is to view and get two replies. Let's see now. Example number four called Q&A forum and providing feedback is a form is our example. You can see that as a learner, I don't have the option to add a discussion or add a new question. I can only clean view the grades and this is this button appears here because we have enabled the whole forum grading. You can see also that I get a warning that this is a question and answer form and in order to be able to see my colleagues answers, I have first to put my original reply there. And I have also underlined a note from the guidelines the teacher provided says that 30 minutes after your reply you will be allowed to see your peers pause. And this 30 minutes has to do with the time that system needs by default that the system allow learners actually to edit their posts. So when you have noticed when you make a post and send it in moodle you will get a notification that you have 30 minutes to edit that post and this is exactly the note here. So let me first go sorry if the 30 minutes haven't passed or if I haven't replied to the original question of my teacher, I won't be able to see what's inside the form I will be getting this subject hidden. I see that someone has made a post, but I cannot see what this post is about. So I first need to do my stuff. Now, as a teacher, I can always see the post from everyone without any delay, but as you can see I cannot grade from here. See there is no rating. That's because we haven't enabled ratings we have enabled the whole forum rating. So this works differently to assess this form. I have to go and click the great users. Now, I want to make a point here. It's often an awful mistake from teachers learners to add the description of the forum and set up the activity and forget to initiate the discussion by adding a new question. So if you intend to use a Q&A forum, set up the activity and then do ask a question, otherwise learners won't have something to answer to. Now, let's go and see how we can grade users. I'm a user too, so I can see here my post. But let's find, let's see actually what we have here. We have here all the forums and on the right we have the grading rubric. I can collapse and expand the rubric to have a better look here and I can toggle full screen to have a better view and also I can search for learners. So I can see here, learner one has done one post. This is not enough. I can have here my rubric, detecting constructive feedback. He actually has nicely answered this, but he gave some good justification. But he hasn't done any other interaction with learners. So I select and I rate every criteria and I may choose or not to send a notification to learner. And I can click here, the button to save the change and proceed to the next one, or I can simply click save and create is saved. So let me go back to the course, to the presentation actually because this way you can rate everyone. And let me know, would you use grading rubrics in a forum? Okay. Yes, I certainly, well, we certainly use grading rubrics. I use them in assignments, but rubrics grading whole forum grading is quite recent. In fact, it might be that some people don't even yet have the noodle version that allows you to do whole forum grading. So I will be very interested to see what people say in terms of using rubrics in a forum for more summative assessment. We have a few comments actually related to rubrics and forums. Vasity is asking, can you show if when group mode isn't enabled, can we also mark with a rubric in whole forum grading? If you can, what you need to ensure is that your course is set to groups, but also the individual forum where you're doing your whole forum grading is set to groups because then your teacher, when they go to the forum before they start the grading, they'll see a drop down and they need to choose their group so that then when they go to grade using rubrics, they will be given the members of their particular group. If Sam is talking again about rubrics in general, finding that many trainers don't really know how to create rubrics, they're subject matter experts and forget what it was like to be inexperienced and articulate the various levels of competence. It just made me think actually that that could be a good course or a good little video on creating rubrics and good practice in that something to note for the future there. Eduardo is saying it can be overwhelming really, it's good that we have Moodle documentation. Alex is saying rubrics aren't particularly popular among their teachers. And what else do we have? David's agreeing not even used rubrics in assignments, let alone forums because they're quite difficult. Now Dev is asking, wishing students to be able to add new questions, is it possible in a Q&A forum? It's possible, you have to tweak the permissions though, I can send you the documentation link later if you want to post in the course forum. However, if you want them to add new questions, it might be worth using a different type of forum. Okay, lots of people saying lots of things, so let's go on and move on to the next discussion point. Okay, thank you everyone. Let's see our next example is again the standard forum but in a blog like format, it's a different type. It is exactly like the standard forum where everybody adds discussions and can reply to everyone. The only difference is that the first post of each discussion is displayed so it's displayed and actually looks like a blog. We have combined this type of forum with grading, whole forum grading, with a marking guide this time and of course this grading will be done by teachers. The marking guide is something like this, it's a list of criteria with description for learners and teachers and with mark setup up to a maximum score. So in our example, we have enable attachments, we have optional subscription, we have read tracking, disable and you will realize why in a while. And also, we have set up groups mode to be separate and whole forum grading is enabled with a marking guide and the completion is set to view and one post. Now, before getting to this activity, I would like to tell you a little bit about this setup. This forum is special, not so much because of the marking guide use, but because it has been set up as an individual forum. The most collaborative tool of Moodle is an individual. Well, yes, it can be set up like this if you want, if you need it depending on your context. Let's see the context and you will realize what's happening. Now, as I said, this forum has been set up with separate group modes and because the courses in the Moodle Academy are self-paced, you cannot actually take this activity by yourself because you don't belong in a forum. And so, bear with me, we are in a high school and this is the last activity in a goal setting course. This is a reflective forum where a teacher wants to see if the new knowledge received by learners has been well received. It's not a question of right and wrong answers here, they just want to check that learners feel okay with this course and with the activity and with all the new things that I have learned. So it's mostly a checkup with learners. That's why the inputs of these reflections must be private, must be not served with other learners. They are private between teacher and learner. So we have set up groups and in each group we have allocated just one learner. I'm here as a learner too and I belong to the group B, actually this is my group. And well, I didn't really like that course, so yeah, I reject that course, completely waste of time. But now a facilitator or trainer needs to assess those inputs. We have a disabled subscription because actually learner inputs are what matters, we don't want to encourage teachers participation and discussion, we don't want the post from teachers here. It's only a very discreet comment, very discreet approach. So let's see what teacher sees and how marketing guide can benefit here. So checking the reflecting on goal settings course as a teacher. And I can see the post from all participants. Someone asked about the separating groups. And if I have set up the groups in my course and I have turned on the group mode in my activity, I can see a user separated by group so here we have one user per group. Things are very easy but if you have more the case is the same. If I come and create here users. I get basically the same layout as in the rubric. I can see the post. And on the right I have the marketing guide. This is the marketing guide title. And I can see here the criteria before the course during the course and after the course. And I can also collapse things to make easier for me to review and take one thing set type. Before the course, if I click this information button, I will be able to see the description created for learners that you expect the course to be as it is. And a note for markers that the important thing here is to understand students feelings where they stress worried about the cause assessing this activity is not a fast track. Given it's shooting the time to use the time that they deserve. I know for them a quality not met non judgmental feedback. So what I'm doing here, what we have done here is to use the marketing guide and provide guidelines to learners and to facilitate on how to assess this. I can close this now and expand the section. I can give that up to three score and add some common if I want. And I can directly type my comment. Thank you. Or I can click here the plus icon to see the frequently used comments which are already preset from the person who set up the activity. And yep, I can select this one. I like it. And I can then move on to the second. Let me close this so you can see better. So during the course you did very well and again, choosing, and this is a huge safer for grading. Okay, this guy has done really, really well so yep. And I can say, or I can stay and move on to the next one. So this is the value of the marketing guide and marketing guide is a great idea to be used when you have when you create a course but you have multiple facilitators running running. So, have you ever used forums as individual activities. Mary, have you. I've experienced forums as individual activities. Yes, because when I did a master's course, where they use Moodle, we had a similar thing to what I think Kim is saying here. What was a virtual office in order in other words there was one forum for each of the students on the course where the teacher or the tutor could communicate. So a caveat or a warning that's if you're a teacher and you're setting up something like this with individual forums for each learner. Make sure when you post you post to you ensure that you post to all groups and not just all participants because then they won't be able to reply. So I have a few comments here, and Zunara is asking if it's time effective, having to set a group status for each learner. Actually, you can automatically create groups in a course. So you can just set the groups to be one person per group and Moodle will do it for you. I'm interested to see how a blog like forum can be used for individuals, but Eduardo is making a very good point and again this is when we're talking about grading with forums. Where is the benefit or what are the differences between a forum that's graded or using a rubric or a marking guide and an assignment. There's no need to create many one person group forums for this when you could use assignments for reflection. It's a good point and you might have some thoughts and personally I like using forums because it can be like a journal which can be ongoing, which is and also more informal more relaxed even though it is very, very important. Assignments are a bit more formal really and it's less good to have a kind of a flow. Vanessa, I wish there was a qualitative way of providing feedback for each criterion. Actually, with a rubric, you can add a column that's just feedback that you just typed some thoughts and opinions. That's not part of the actual points that are graded. There are other things that if you have any and Sam is actually saying yes for me a forum feels more personal, as opposed to using an assignment for reflection. Exactly. I was about to say this, if this case was a case in within a university or in a vocational training, it would be certainly an assignment to me, but this was for high school learners. So I think that it was more relaxed. So it depends on the context it depends on the course you're teaching it depends on the goal you have for your course and the soft skills you want to enhance and your audience above all. Yeah. So, is there something else you would like to read from the chat. Well, it's hard as thanking us for our points. Alex is thinking that teachers new to moodle might find this rather strange of course with forums and assignments only each with a large variety of settings and grading methods. Well, yes, indeed. We take one activity at a time and we are not presenting all them together, but you can start slowly. If you don't feel very confident with that. And you can have a lot of help from the online force because you can get all the settings. You have that back of the scenes view and recreate those activities exactly as they are in our courses, and you can play with them. It's pretty easy to get used to it. And let's move on. This is our last example. In for our last example we have something space I would say. I would like to ask you just before describing this example. Are you aware of the workshop activity in moodle. Please give us a note in the chat. Have you ever heard about moodle workshop activity. Have you ever used it. We've got some saying avoid it where possible. And then other people. Yes, yes, yes, used it. Great. Okay, okay. Great. I'm really happy that you are aware of that. It's a workshop is an advanced activity that allows learners to self and peer review and actually make a submission self and peer review that submission, and then teachers can review the assessment that has been done by but also the actual submission as well. So here, you know, last form example, we have mimic this setup. So we have each person post one discussion for type, and we have enabled P rating in a simple zero 10 point scale, and also allowed whole forum grading for teachers with a grading rubric. Let's take a look. The settings here are many. Well, we have set up kind of date we have set up a word count subscription is auto and retracting is optional. We have enabled post threshold, allowing to post within a week. I'll tell you the tip. I use this because after this week we have the cut of date so I want to make things very very strict you see why. And we have override learners permissions and set the rating to zero 10 points with average aggregation, the whole grading is also enabled with a rubric and have a pass score to six. The completion is two replies and whole grading whole grading rate is required. That's what I mean. So I'm here as learner one. I read warning saying that I have limited periods to do my work here, I have to make two posts within a week. After that, there is a cut of date. And this forum allows each person to start one discussion topic. Let me explain why. Now we are in a university context. We have learners in the course of learning theory. Introduction to learning theories and learners have already select, perhaps with a choice, the learning theory that they are going to work upon. They have to use this forum, and they have to summarize the learning theory that they have chosen in 800 words. And then they have to make a comment and evaluate another learner's post. So things here are serious. This is a summative assessment. Let's see if I click, if I were indeed learner one, I would definitely click the view grades to see how am I going to be assessed for my work. And as you can see, when I get in and check my, check my post, I see that someone has already rated me, but I can also rate back. I don't have to. And this something that you need to remember when post ratings are enabled, you don't have to rate everything, rate what is really meaningful, the rest can be just meaningless comments. So, let me first take you to what teacher sees in the learning theories forum. I get all the information here. And let me check. I have here a very good post looks good, but don't tell anyone. It's just a copy paste from this creative commons open resource. But let's assume that it's a good rate and people will start trading here. Me as a teacher, I could also rate but I don't want involved in this because I want to learners to do their work alone. And then I can come here. As before great users. Let me check. Let me find a learner one. And I can see that this guy has done indeed a good initial post is competent. And I can see that has all also a reply made. Perhaps I need to check the context of this reply to get a better idea, or I can click view discussion to see the whole discussion of pop up window and close it. Okay, I cannot really tell that this guy learner one did a very good reply, I would say actually intermediate. And I'm saving and move to another. I want to show you though what learner to the, because this guy did a really poor submission initial submission. So that was not not yet competent. But he did a very interesting comment here in his colleagues submission. So I would say that this is proficient actually, and I can save. So, let me have two has actually failed because he didn't do a good initial post. And when he will check his status. And I can see that he failed to receive a great. If you remember would have set up this form activity with whole forum grading to require a pass grade up to six to get to so excellent fail. If he clicks now the grades the view grades you will see where his problems are. So one thing that I want to quickly show you is a quick look into the grade book. As a teacher, when you enable in a form both p rating board ratings and whole format, you actually get to inputs to grading items into the grade book. So you can allocate different ways to each of them. For example, in this summative forum, I want to give 20% wait for p rating, and I will give 80% for the whole forum rating. Now, what do you think? Is it too complicated or less complicated than works up. Well, it's less complicated than workshop. It really depends on your existing level of noodle skills. I love the idea of using each person post one discussion with ratings for the learners and with grading for the teacher. In fact, I'm quickly looking through the chat now because we need to finish very shortly, but this would work very well for something which Catherine asked her a while back about. She uses Google slides with comments student. Many teachers use Google slides for student work and then adding peer and teacher comments, which form would best match this. I think this could work very well your suggestion there. And if you have any other questions, by the way, and we're finishing the webinar, do post them in the course do go back and make the most of that course and share it with your colleagues and so that they can watch the recording as well. And all of this session is coming to an end of the discussion forum will be there for a long time. You may always come back to the course. And let me just wrap up and launch the last poll. Coming. Yes, you can see it now. Okay. So, there are just two questions you can make multiple selection, which of the settings we have seen today were completely new to you. You've never used them you have never heard them before. And the second question is, which of the settings we have seen today, you will attempt with your students. Please let us know what's going to be your first try. Well, I just submitted mine. It's not a secret it's peer rating and helpful rating, getting some nice comments from people as well as we wrap up the webinar Stephanie saying, wonderful to see the versatility of forums as an assessment thanks to that. Okay, I think we're. going to wait a little bit more to allow everyone to participate in the poll. I know the options were quite a lot. And let me end the poll and serve the results just the second. Most of the people didn't know about advanced rating rubric and marking guide and the combination that is possible between the peer rating and whole forum rating. We have a lot of people that are coming to will actually try the peer rating and the whole forum reading with a rubric and the combination of p rating and whole forum rating together. That's great. Thank you. Thank you so much for being here today saying your knowledge and your experience with us. Our webinar assessment exploring forums has come to an end, and I'm going to stop the recording now. Thanks everyone. Before you leave, I would like to serve with you just an idea how to get involved. If you enjoy your this webinar, and our courses in mood academy, you can actually get involved with us and help us grow by contributing actually to the development of the academy. You may suggest topic ideas by joining the get involved course in the academy. You can serve ideas and you can volunteer to contribute to webinars and get presenters that or contribute to online courses that we are going to offer. And you will receive a course builder badge. And if you don't feel very confident yet to serve your knowledge, you can still help spread the word and tell your friends and colleagues about the mood. If you have a year of experience of teaching experience will model. Why not consider to come and get the mood educator certification inside the academy you will find the MEC readiness squeeze and take it and you might be ready already for the MEC. Thank you so much for being here. Looking forward to see you in our next webinar.