Creating online assessments in myCourses (June 12, 2020)

Creating online assessments in myCourses (June 12, 2020)

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All. Right. Well. Hello everyone and welcome to. Our webinar today creating. Online, assessments. In my courses my. Name is Barbara Jason and I'm here today with my colleague Teddy Quinn Correll we're. Both learning, technology, consultants, with teaching, and learning services also. Joining, us today is Adam, Finkelstein, who is the associate director of learning environments, at TLS and he. Will be moderating, the chat during, our session, there. Are just a few items I would like to bring to your attention before. You begin this. Session is being recorded so if you prefer to not be visible you can turn off your video so that you don't appear in the recording also. The, recording, as well as any additional resources that. We mentioned today will be posted, on the TLS web site. Also. Please note that you've been muted upon entry, and we ask that you remain you did for the duration of the webinar Teddy. And I will be answering your questions at the end of the session we've said about 10 minutes aside for this however. Feel free to use the chat if any questions come up along the way just type your questions in the chat and Adam will be more than happy to address your questions there. So. We have three session outcomes for you today by. The end of this dish sorry. By the end of the session our goal is. That you'll be able to identify the capabilities. Of the, quizzes and assignment, tool in my courses. You'll. Be able to distinguish, which tool is most, suitable for different types of assessments, as well, as describe, how assessments. Can be set up in my courses to, support academic integrity. So. The quizzes tool is one, of the main assessment, tools in my courses, in a. Nutshell it, basically, is designed to make online testing, possible so, imagine taking the exams the tests, or the quizzes that you would normally administer, in person and converting, them to an online format. So. In the slides that follow we're, going to look at what the quizzes tool has to offer some. Of its most noteworthy capabilities. And what, kind of assessment, activities, it best supports. So. Although it's name may make you think otherwise, the. Quizzes tool is not, just, for quizzes or, multiple. Choice exams for instance although, the. Quizzes tool does allow you to administer these types of assessments, in an online format you, can also use the quizzes tool for other kinds, of assessment, activities, so. We have, a few that we would recommend it for the. First is that you can use quizzes to create practice. Activities, so these can be created. To encourage your students to do pre class readings, so, that they come to class prepared to, engage in your session you can also create practice, activities, in the form of a study tool so. Providing, students with multiple attempts, to answer different sets of questions and, then. Once students have completed these practice activities, you, can share the correct question responses, with them so, that students can get can, use these for further practice or for further study purposes. Another. Great way to use the quizzes tool is to, evaluate student, learning progress through, low stakes knowledge, checks so, this is an ideal way to promote review, and. Check students, under material. As well as give them an opportunity to gauge how well their grass being different concepts, by, providing them with feedback on their understanding an. Open. Book exam with, a set time limit for completion, is another. Great use for the quizzes tool you. Can for example create, an, exam with a three hour time limit, which.

Emphasizes, More synthesis. Type questions, that require students to apply their skills and knowledge for. Instance you can structure your exam questions, around. Problem-based. Scenarios, that require students to apply their knowledge to the given scenarios, you. Will want to inform students prior, to the exam of which materials they can refer to such. As their notes or their textbook for instance and you, can also include an honor code statement, at the beginning of the exam to help reinforce academic. Integrity. So. Why use the quizzes tool well. One of the key components that sets quizzes, apart, from assignments. Assignment. Is the other main, assessment tool in my courses that we'll be describing shortly. So. The key component of sets it aside from, assignments, is that you can create timed, assessments. Such, as an open book exam as I just described, you. May want to enforce, say, a three hour time limit to complete the, open book exam but. Allow a 48 hour window in which students can access it so that there is a bit of flexibility. In. Cases of different, time zone restrictions, for instance. Students. Would then start the exam at a time that is convenient for them and then once they've started they would have three hours to complete it. Another. Reason to use the quizzes tool is that your questions can include more than just text so, you can embed videos you can add audio, files or images so, this can be useful for say a music class where students need to listen to a piece of music before. Answering a question or a series of questions. Quizzes. All can, also be set up so that students have one or multiple attempts to, answer the questions so. You can choose to set a, set, number of attempts or unlimited, attempts, and. You can also choose which of the attempts, is entered in the gradebook so, whether it's the highest the lowest or an average of all the attempts. Questions. Can also be randomized, in different ways to, ensure that each student receives a unique set of questions and then. A really nice time saver is that you can link your score is a directly to your gradebook so, that you don't have to grade the same work twice and. Finally. You can view statistics so, once your students have completed the quiz it can be really useful to view statistics about, their performance, so you can use such things as grade distribution the. Great average specific, question statistics, as well etc. So. As you begin creating your, quiz questions you'll, notice that there are several question, types you can choose from to assess your students in fact. There are 11 question types in total that, can be divided into two, different categories so. We have questions, where students can select a response such, as the multiple-choice question. That you see here on your left. And, also question types or students can generate a response such as the long answer question that you see on your H also. Note that long, answer questions, are referred, to as written response questions, in my courses. So. Other select, response. Question. Types include, true. Or false multi select there's. Matching, and ordering and. Generate. A question type, other, types of generate a question. Question. Types include, short, answer multi, short answer fill. In the blank arithmetic. Significant. Figures and written. Response as I mentioned. And. All quiz questions can be graded manually. Except. For written response questions these must be sorry, all prescriptions, can be graded automatically.

Except. For written response questions, which must be graded manually. So. There are two ways that you can create quiz questions you, can add new questions, to your quiz directly. Or you. Can add them to the question library and then import, them into your quiz so. As a best practice we, highly recommend that you create all your questions using. The question library just, because it offers a lot more flexibility, it's. A central repository that stores and, archives your questions, which, you can then reuse within, a course. For different types of assessments, and, you. Can also create multiple sections, which. Are basically folders, and. Then, organize your questions by type or topic just making it easier for you to find your, questions later. Consolidating. Questions within the question library enables, you to efficiently, transfer, your questions to new courses so from one semester to another and, you. Can also import, questions from an existing collection. You may have created previously offline. Or. From a test bank, into. The question library from, a CSV file also. No instructions, on how to do this as well as how to create questions, within the question library and any, of the steps that we're referring to during this presentation. Will. Be posted as, resources, on the TLS website following, today's webinar. In. The quizzes tool there are multiple ways that you can add restrictions, to a quiz. Start. And end dates can be used to make a quiz available to students for a specific period of time so. As you can see in this example there. Is a 48-hour, window open, for students to access the quiz. Students. Must begin their quiz before the end time but. Note that as long as students, enter the quiz before the end time they can fully complete, and submit the quiz so, if they enter, 3 minutes before the end time they can still go through the entire quiz. However. If. They are booted, from the quiz for any reason such, as they lose power or their browser freezes, they, won't be able to reenter the quiz if the time period has expired. Also note that a student, when. The student submits, their quiz it is both date and time-stamped. You. Can also enforce a time limit and identify. A grace period so. In this example there, is a 90 minute time limit with, a 15-minute grace period, a grace. Period is. Recommended. And it can be really helpful for students, who may have a slow internet connection for, instance and after. The grace period has, passed all, submission, attempts will be marked as late. And. You can also identify what. The consequences. Are for submitting, paths the time limit so, you can decide whether a student can continue working on it whether. They can no longer make changes, or whether students can continue working but. The attempt will automatically. Be marked as zero, after. The. Time limit has passed. Release. Conditions can. Also be added and so these allow you to create a custom, learning path through the materials, in your course so. For example, you can require your students to visit say. All of the content, modules and topics in your course before, actually. Gaining access to a final, exam. And. Finally. Special access so. There may be situations, where you want to grant a special, access to a quiz this could include, an. Alternate. Date and extended time limit or increasing. The number of attempts, a student, is allowed. You. Can accommodate specific student, needs by granting, special access, to certain individual. Students, allowing. Them time and date, restrictions, that are different, from the rest of the class so for example this is really useful in instances, where a student misses a quiz due. To illness or if a student requires more time to write the quiz. Randomizing. Questions, in a quiz ensures. That each, student will receive a unique set of questions so, you can do this in a. Variety of different ways you can do it by incorporating, question pools or, randomizing. Sections, or. Your entire quiz, and. This helps reduce instances, of cheating. Shuffling. Can be done at the quiz level so that the entire quiz appears. In a random order or it, can be done at specific. Section, just within specific sections of your quiz so, that only these, sections. Have randomize questions, so. When chuckled, every student gets the same set of questions but. The order of the questions presented will. Be different for each student. Quiz. Answers, can also be shuffled to add additional variety. To the quiz however. This is specific, to multiple, choice questions. And. Also. You can add a question, full to a quiz so. Adding a question pool adds a subset, of questions from a larger question pool so. This results in a different version of the quiz for each student, the. Greater the difference between, the, number of questions in the fool and the, number of questions on the quiz the greater the chance that each student will, get a different, set so. This is especially. Handy in instances, where you wish to create multiple, versions of the same exam.

We. Highly recommend that. You, preview, your quiz, before, you make it available to your students, you, can use the quiz. Preview, option to, view a quiz the way that students will see it before actually, releasing, it to them so this is a really nice feature in. A preview you can answer the questions you can if you allow, tense, and. Then you can even submit the quiz and view, auto graded answer, as if you were a student. And. This is really important so that you can test the accuracy of content, and grading, before, it is released and available, to your students. By. Default one. Students, submit their quiz they're. Only able to see the score they received on their attempt, you. Can however share, additional, information, with them such as which. Questions, they, answered, correctly or, incorrectly, or. Both as. Well as providing. Them with the correct answers. You. Can also control when students, are given access to this feedback so it could be you, know following, graves, being released or after all students, have completed the exam if. You're. Worried about exam, questions, being shared among students, then we recommend, limiting, the amount of time for which this information is made available to them and only, opting, to show questions, answered, incorrectly. This. Way you're able to control, access to, the exam questions after, the exam period yet. Students. Have, access to the relevant information they, need for, their review. So. This sums up our portion of the quizzes tool and what. Its capabilities include next, Eddie is going to review the assignments, tool and. What assessment types it can best support. All. Right thanks Barbara. So. The, assignments tool is the other assignment, tool one of the two that, is core to my courses. So. What is the assignments tool it's, it's a really a great way to collect student artifacts, and track submissions. From. A student's perspective when. They submit an assignment they, get a confirmation. Email. That. That their submission was, received and they can always go back to the assignment tool in. My courses to show the history of all their submissions for each assignment. So. From. Your perspective if, it, allows you, to collect and have a bird's-eye view of, all submissions, so you can see those who have submitted, here. Those. Who haven't here. And those, who have submitted submitted. Late of. Course it also avoids having to respond to emails confirming. Whether an assignment, had been received or not, the. Assignment tool also, allows for flexible, in terms of grading and. Providing feedback to students it, allows you to leave feedback including text audio, video. You. Can annotate the students documents, directly. From the browser this is a new feature from last year and attach, a rubric, we'll. Take a look at each of these examples shortly, when. Your feedback is published students. Can easily access it from anywhere and as, an instructor you can. See whether it has been read. Okay. So what are the key considerations, that you have to think about when you're building an assignment well, we can boil it down to four areas we have the assignment type there, are two types first, it is the individual, which. Is basically. A single student submitting, an artifact, or you have groups when. Groups are created and in my courses they can be assigned to an assignment where. One group member can, submit the work for the team and the, grades and feedback that, that you provide will automatically, be assigned to all those students, within that group. There's. Also submission, type there, for them the file submission is the traditional, the traditional aspect that we think about where, an instructor expects, one or multiple, files to be uploaded we. Also have text submission and this.

Gives The ability for students to just type in the, answer directly within. Mycourses, they can do it from their phone or a computer, and for, you to grade and give feedback directly without having to download or upload any class and, then. We have two other ones the, on paper submission, and observed, in person which, is effectively, the same feature that. Allows the instructor to grade and give feedback to, an artifact, that was not submitted, in my courses. So. When we talk about timing, for assignments the, key field here is a due date and that, is when students are expected, to submit the, assignment but. After, that due date is past the, mark, it's marked late, well. The end date here. Is the timing when a student can no longer submit at all so, after that date. Is passed they can't even publisher. Or, upload. Any, class. Similar. To quizzes a Barbara talked about earlier the special axis, provides. Students. Beyond. The regular timing that that with the dew start and end date and if, they had any particular accommodations. So it works exactly the same way as in the quiz. So, when you first set up the assignment you also need to think about. How. You again how you're going to evaluate the students will, it be connected to the gradebook well, you want the two, grade students without seeing their names so, blind grading will, you want to annotate directly in the browser without, downloading, the file so that there's an annotations, tool that I talked about earlier or. Will you develop and show students a rubric that will be used to assess their work and that can be shown to the students before they even submit, the work. So. Here we're going to take a look at let's. Take a look at some of these examples so. So. We'll be going through three examples term. Paper team presentation, and an open book exam. Our. Goal here is to be able to showcase the assignment features in context, if you like to see. More strategies, for designing assessments, please take a look at the tls website and if, you haven't attended or viewed the designing assessment, for remote, delivery webinar. I would, encourage you to do so and. And the. Recording, is there all right so without further ado let's take a look at the first one. So. This is the term paper with multiple, submissions, you have a paper that is worth a significant, portion of the final grade and in, order to break down the workload for the students you are asking them to submit several components, over the course of the semester so all of these for. Actual. Items. Here let me just highlight here are variations. In, of the mycourses assignment so. Each of them are assignments so. To start this project you have students submit early in the semester a, working, thesis statement, because, you want to keep keep. It simple because you want to keep it simple for both, yourself and your students you're, asking them to type, in the the, statement directly in, mycourses as. Such this is the student view so. There's no file submission and. You. Can grade it directly within. Mycourses and enter a completion, grade with. A short text comment, if you wish at the bottom here. So. In this case this, is a text type assignment, and it has a gradebook, grade. Next. You are asking students to submit an annotated, bibliography, so. This is also an item to make sure they are progressing, as they should you, might decide to give a grade for completion. Or. Provide, feedback if students ask so. In this case, we. Have enabled the annotations, tool to.

Comment Directly within the browser so. Here you can add little comment, text box and you can underline, and. Again. This is to do. This directly in the browser but, if you're thinking about doing a lot more comments, we'll see that in the next step here. So. For the draft you're asking students to submit a word document because this allows you to provide feedback via, tracked changes so. You download all the documents, store, them in onedrive and. User. Tablet to annotate offline, maybe, in your back backyard, while sipping a glass of wine once. You're back on your computer, you. Zip all the feedback files and upload it all, at once because. The, files, have, a student, ID and the, assignment, ID here. At the bottom they, automatically, get attached to the correct students so you can have a whole bunch of files as long as they have those those numbers when. You upload and add feedback files it would go directly to each tune. That's. Another option, you might also consider using peer assessment, here we have here for. This draft to, give students the opportunity to see each other's work and, provide. Feedback and give, them multiple perspectives, back. To the original student and not just yours in this, case you can use a tool called peer, grade that. Will automatically, assign the. Peers for, review. And. Finally. For, the final submission of the paper students, will be uploading the document depending. If you have previously provided through thorough. Feedback, in the draft portion. You. Might not decide to download all the files but. We did directly in my courses. You, can do the annotations. Like yeah like we showed in the. But, you also can, complete, a rubric which. Will automatically, provide a, score. As you click. On each criteria. Or. Level that they've attained and. This. Rubric as well is attached and can be displayed to students even before they submit. Their work so they have an idea of how they're going to be evaluated prior. To submitting so. That's, a quick and easy way for for. Being consistent as well going, from one term. Paper to another. And. This, is what they would basically look like here. Okay. So next we're gonna jump to another example let's, now take a look at a team presentation, let's, say you have assigned students, to groups of three you, create the groups in my courses and for. One of their final submissions students will need to present so, in order to provide flexibility, to students you. Decide. Not to choose a specific tool for them but. You're allowing students to record a video using, the tools of their choice or even present, live in zoom as long as they could meet the present, presentation. Requirements, so. You could choose to create either a file submission. If. Students. Are uploading videos or an, observant, person Hoopa sign it. You. Could also create. A rubric to make sure you are evaluating students again with the same criteria. Regardless. Of their format. You. Can actually provide feedback via. Video. Which. Wouldn't easily be captured, or expressed. In text format, well. Actually no you're. Actually going to record an audio file because you had to move to your basement as the kids were throwing a tantrum and making. A mess upstairs. Oops. Sorry and as an added option you can also. Gather. Feedback, so. Here I'm going to show you with. Microsoft, forms, so. You, can. Either have students evaluate each other within. The teams, or you can have students, or the groups evaluate, each other. So. The teams that are, evolving. Each other like in terms of the groups. So. That's that you can use the Microsoft, forms tool, and you, can gather that feedback as the instructor and publish, it to the group's as you deem useful. Another. Option, as well instead, of doing this in the my courses assignment. Is, to, use the, video. Symons tool and this, tool allows students to give comments in, line directly, at the at the time of, the video. It. Also allows, video. Uploads that are larger than one gigabyte so. This if you to, give you an idea of what one gigabyte would be it's about like thirty five minutes, a video, in in 1080p, which. Is a bit detail. But just to give a give an idea of about how long you can you can upload that, video. Okay. So for the final example you're planning on delivering an open-book exam. So. You need a space to collect the case the academic, integrity cover page the students have to read and sign the. Students can take a picture of the form signed or digitally. Annotate the document, and upload it in my courses, so.

This Is another, example of an assignment being. There or an art artifact, without necessarily. Requiring a grade. You. Also have random randomized. Questions in a quiz but. Then. You need students to draw right out their steps and attach your file maybe specific, to your area so, you. Can use another assignment to, gather these submissions to. Make it easier for students you can also link the submission of the assignment directly from the my courses quiz No and the original quiz here. And. Then. Once the all, of this is done the students have completed. You. Can also grade. The assignments, portion blindly. Without. Seeing. The students names so as you can see it's here that's the anonymous user and. The. User, has submitted that, file so. The key idea here, if I go back is use. Many tools to match the different parts of the exam that will help students submit. Their work and also, for you to give feedback. Another. Option, that I'm. Not gonna go in detail but that maybe you might be thinking about is if. There if your quiz, requires, a, large, portion of handwriting and and, it has many students, crowd. Barred might be a better option than the assignment. Quiz option. So. Finally. There. Are a couple, points that we like you to take away so. One is to, select one or more assessment. Tools that will be able to measure the learning outcomes achieved. By students and also allow you to allow, you to provide feedback whether, it's automatic, you with the quiz. Providing. A rubric. You. Want you also want to inform students, in the course online that's a good practice. It, gives them an overview of what is expected, of them and the, tools that will be used in the course I think. We've talked about this a few times Adam and Barbara as well is definitely. Provide an opportunity for students to practice the assessment, methods in a low risk, and a low stakes environment it's. Perhaps graded, but it's not part of their final grade so that students have the opportunity, to see what it would feel like to use a tool before their, graded assessment, so. An example of that would. Be to create a course online quiz at the Bing in the semester where, you can ask a few key questions pertaining. To the the, information on the course another. Example would be the to create a pretest, before, the students actively learned the material, you. Know pretest can help students identify the. Key areas they need to spend more time on before they actually. Read the material yet. Another, example could be to recreate reading, create. Reading quizzes I think that's the knowledge checks as well that Barbara, mentioned to verify if students have completed the required readings before attending a live discussion in. That's they break out rooms so. For all these examples try, to use the tools you are planning to use for, high-stakes assessments, this. Could mean the material to be presented, to students like. Barbara. Mentioned if you're gonna use images and videos, and also, the types of answers that students will be providing, so. Allowing. Them to record videos uploading. Different kind of file formats taking photos of their work before. The, high-stakes, exam so, this will help students identify which, areas they might need to get support for whether it's about IT or if, they might need a particular accommodation. Finally. We, talked about this as well is test the assessment, you're you, created by presuming it as a student or you can partner with a colleague so, you can enroll, a colleague, as a demo student in your course and have them try the assessment, and follow the instructions, as if, they were a student. So. We've talked about a lot of information today like the other webinars and a good next step would be to take a look at a course called my courses essentials, this, provides, the step-by-step guide to what we talked about today and you, should have access to this course and my courses already as an instructor I.

Would. Also like to remind you that this webinar is part of a series, you. Can register to the others on the tls website, so we. Are. Talking we just covered this one the creating online assessments, in my courses and if, you're interested for example in peer grade, that. Is also later. And. So many of our webinars are have, already been given so, you can also take a look at the website here the. Recording. Of our current one will also be posted on this page the. Link that you will see here if, you don't mind Adam if you can post that you. Will also be able to stream. The recordings so, from. The links on the right hand side and download the slides and a. Key. Area there is to click on the plus on the resources and readings so, you can read more about the, different links that we already mentioned, in this webinar, but any extra ones as well that comes from questions. You'll. Be getting. So. To. Cap it up we'd, like to ask you two questions so. One what's your most important takeaway from today's session and -. Do you have any additional questions on, what we covered covered today so if you don't mind type, in your answer in the chat window and we'll begin. To take a look at those questions I'm sure there's already questions I've seen the flow from from Adam and and it's a great to see this coming in but we'll, try to see if there's anything else that that, we can cover live. Here. Yeah. There was one I noticed a bit earlier about. The. Annotations. Tool, and how to enable that in assignments, so, that's enabled, by default so. When you're creating, your assignment. At. The very bottom, of the. Your properties page there's a checkbox, to. Enable the annotation, stole it so it's automatically, enabled so, basically. You don't have to worry about it unless you don't want it for whatever reason then you can uncheck it. Also. I, think, Jacqueline. Had, a question. About. Anonymously. Marking. Written. Response questions, in the quizzes tool. Anonymous. Marking is, not, available, within quizzes, this is a feature, that's specific, to the assignments, tool, so. Jacqueline. Does sensor questionnaire with this it's not possible to anonymously. Mark within the. Quizzes interface for, written response questions. But. You can still use the the assignments tool you, know try to combine the two I, can, understand that in terms of if it's a timed exam that that the assignments tool takes, them away outside, of that but, you can just inform them to stay in the. Quiz. And you can still see the counter coming down you know there's, no problems with them exiting, within the time that they have and then submit their. Their answer in the assignments tool and come back and make, sure that they submit the quiz afterwards, so that that it's still kind and. They can still answer within that that period. Yeah. Thanks for all your comments everyone is really interesting to see your key takeaways um. Yeah. It's my courses the assignment the assessment, tools definitely. Offer. A. Variety. Of functions. That's, for sure. And. A lot. Just. Need to be explored further and also it's really important to keep in mind as Teddy mentioned it's not necessarily one, assessment. You. Know this assessment equals. X. Tool, it can always be a combination, of the two tools together. So. It's really important, to you know be. Creative and. Not. You, know be afraid to try, both using, both the assignments, and quizzes tool, in. Combination, for, a specific assessment. In terms of other webinars.

For. These tools, currently. We, will, be having one on. Peer. Grade as how. You mentioned I think the first one is scheduled, for June 23rd. That's. Right for ya that's, it. About, to the spending more time on combining, multiple tools, for an assessment I think that's that's a great question I think what we'll try to do is we'll address it in the resource portion of it so, we can actually show. You an example of how we can embed the. Question from the quiz and go to the assignment. It's. It's I wouldn't, say it's complex but it but it requires a few, steps that we want to make sure that that you can follow along then, then to show directly as an example of the webinar so we can definitely address, that in the resource. Just. Looking through the questions I see, a lot of comments I'm looking for similar questions. Well. I can actually add another comment if if, some of you are trying to do blind grading, and also, downloading, all the assignments at once that. There's it's a bit of a caveat there because, with. Blind grading it. Removes the student ID from, the file name so, I'd. Be a little cautious you can't you can't do, the publish, all the files, at once back into, the assignments, you do at a time but, it still provides the. Ability to blind grade and annotate. Documents. It's just that you, would have to upload to the, particular anonymous. User and there's an onerous user number, that's. If you're interested in doing that. Okay. There was a question about OSD. And special access so for this basically. You should just consult. With OS OSD. And. The. What the mention that we had about special access this. Is just a reminder that you do have the ability in. My courses, to, grant, students, that need special accommodations extra. Time using the special access feature. In both, the assignments, and quizzes, tools. So. So there was a question about whether you can practice an, instructor, can practice, the online assignment. At an assessment, aisle, by yourself, definitely, with one computer so when you preview quiz, you can actually complete it like a student, and. Then you can you can actually get a great and. That's that's one of the reasons why I don't know if you've noticed is, that in the gradebook yourself. The instructors, NTAs up here as a as a as a row is because you can actually give, yourself grades and see how it appears, for students when you switch it too soon to you so, you don't you don't have to necessarily create. A different account we, could just do it directly with you in the account that you have and, test it out for sure. The, Ross has. A question about. Fun. It, just jumped up quickly my. Students. Having. To draw and analyze, and schematics. And. So. An. Option, for this would either be. Perhaps. You may want to consider using crab mark for this and we're gonna post we'll post some. Some. Links to crab mark resources, as. Well as we have already some on the TLS web site that may be of interest you, so the, nice thing that crowd mark is that you think students can upload. Other. Images, of something they've drawn or written out for, each of the questions so this may be of interest to your us. Or. They can are also sorry Ross you can also use the assignment, tool as well so that's the other option so, it really depends, on how, your. Your. Exam or quiz is structured, so, both, interesting, options. In. Terms of being able to use a particular computer, to be able to scribe McNown at all it's, just just. Regular computer, they would just answer, it's, a quiz as you would imagine a quiz would look it's just instead of typing in the responses, for each. Question. They would upload. Either document. Or an image with. Their response. You. Any. Other questions I. Think. We've answered most, of them.

So. If there's no more questions then maybe we'll wrap. It up, and. Thank. You all so much for joining, us, today and, for your wonderful questions, and comments, we really appreciate, it we, hope you found this session helpful. Remember. That we're going to be posting. Recording. Of the webinar our, slides as, well as a bunch of resources in. The, webinar section, as Teddy pointed out on the tls. Website. Thanks. So much guys. Thanks. Everyone.

2020-06-21 12:28

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