There's another question this week from Gabriel, who wanted some more clarification about this rubric idea. So she sort of said, give me a clear definition of what is a rubric, and some examples about specific teaching context. So she's talking about teaching English as a foreign language in the K-12 kind of sector. >> Okay, super. So rubrics, let's go to the first part. Basically, it's criteria and standards, is essentially how I would encourage rubrics to be used. You could always just have criteria, and then yes or no, and that's more of a competency based rubric. So yes, you've met a certain criterion or not, but a standards based rubric is where you then have different standards. And typically you would have anywhere from say five to maybe even seven standards if you wanted to. [COUGH] So that's more of saying okay, so let's take the English as a foreign language topic. And it's a beginner level class, and you want your students to have a foundational knowledge of speaking English as a foreign language. So you would have your first criterion in terms of maybe language pronunciation, let's say. There's a certain type of pronunciation you would want them to cover, and you want to be able to give them feedback on their pronunciation skills through using a rubric. If you use a standards based type of rubric, you would then have let's say, five different standards in terms of somebody who's pronouncing English very well. And what does that look like, what does that mean? And all the way down to, they're not pronouncing it very well at all. >> So you'd have to really write a short description of what it means to, if you're going in a standard kind of thing. >> Yeah. >> What it means to fail. >> Yeah. >> So describe- >> And what it means to be excellent or outstanding. >> And everything in between. >> Yeah. >> Yeah. >> Versus a competency based rubric, which is saying, have you pronounced English well, or have you pronounced English, yes or no? Have you written a paragraph that's 500 words, yes or no? So it's more yes or no competency based, you've met the competency that you're looking for, versus you've met your types of standards. So with standards it helps students know where they're sitting, so what they need to improve on to move up a standard. But it also always goes back to your learning outcomes. >> Yes. >> So, what are your learning outcomes? And your learning outcomes should help you identify what the different criteria are, whether it is pronunciation, grammar, styledex, writing, whatever it may be, listening skills. And I would also encourage you to go to friendly Google, and Google K to 12, ESL, EFL, Rubrics, and assessment strategies, and see what comes out. I'm sure you'll find some helpful tips in terms of what criteria to think about, even there's tools out there to help you build rubrics as well. >> No, that's good, I actually think we talked about rubrics a lot, but I don't think we've ever really described the necessity of describing those different terms. >> Standards, but like I said, sometimes depending on your teaching situation you would be fine with a competency base. So it depends if you're looking at outcomes, or competencies, and whether you're looking at what sort of feedback to give your students. >> Hopefully, that's all.