Fixed some typos.
This commit is contained in:
gustav_delius
@@ -1,33 +1,33 @@
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<p align="center"><b>Administration Page</b></p>
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<p>This page allows the teacher to see the one or more descriptions for the
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<p>This page allows the teacher to see the one or more descriptions for the
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Exercise, the student assessments and the student submissions. These items
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can be retitled, viewed or deleted by using the various links on the page.
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The page also shows which piece of works have been submitted after the
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The page also shows which piece of works have been submitted after the
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deadline, that is those submitted late.</p>
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<p>The first table on this screen shows the teacher's submission(s). Normally
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there is only one. This is the decsription of the exercise, it will
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there is only one. This is the description of the exercise, it will
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normally contain instructions on what work should be done. If the teacher
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has submitted more then one description they are listed here. Note that
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once the Exercise is underway these submissions should <b>NOT</b> be
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has submitted more then one description they are listed here. Note that
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once the Exercise is underway these submissions should <b>NOT</b> be
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deleted. It is, however, safe to delete the teacher submissions while the
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Exercise is still in the Set Up phase.</p>
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<p>The second table shows the student's (initial) assessment of their own work.
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It shows the grade the student has given their work. If the teacher has
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assessed the work, this table will also contain the "grading
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grade" awarded to his assessment. This grade reflects how well the
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student's assessment agrees with the teacher's assessment. The student's
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assessment can be viewed. There is link on that page to change the grading
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<p>The second table shows the student's (initial) assessment of their own work.
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It shows the grade the student has given their work. If the teacher has
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assessed the work, this table will also contain the "grading
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grade" awarded to his assessment. This grade reflects how well the
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student's assessment agrees with the teacher's assessment. The student's
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assessment can be viewed. There is link on that page to change the grading
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grade should the teacher wish to do so.</p>
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<p>The third table lists the submissions and their grades if the teacher has
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assessed them. Submissions can be regraded or safely deleted. An asterix
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(*) against a submission means that the student is allow to submit another
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piece of work. For a particular student, this option can be easily changed
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by simply re-assessing their submission and clicking on the appropriate
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button at the foot of the assessment page, the assessment itself need not
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be changed. Late work is shown with the date submitted in red. The late
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<p>The third table lists the submissions and their grades if the teacher has
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assessed them. Submissions can be regraded or safely deleted. An asterisk
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(*) against a submission means that the student is allow to submit another
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piece of work. For a particular student, this option can be easily changed
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by simply re-assessing their submission and clicking on the appropriate
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button at the foot of the assessment page, the assessment itself need not
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be changed. Late work is shown with the date submitted in red. The late
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flag can be cleared by clicking on the link.</p>
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@@ -1,68 +1,68 @@
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<p align="center"><b>Comparison of Assessments</b></p>
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<p>In an exercise it is usual for a piece of work to be assessed twice. A
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student assesses their work before submitting it and the teacher then
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(re)assesses the work. The teacher's assessment uses the student's
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<p>In an exercise it is usual for a piece of work to be assessed twice. A
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student assesses their work before submitting it and the teacher then
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(re)assesses the work. The teacher's assessment uses the student's
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assessment as the starting point. An exercise allows the teacher to award
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a proportion of the grade to the student's assessment, the remainder of
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the grade is allocated to the teacher's assessment of the work. (The
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maximum grades for these are called "Grade for Student
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a proportion of the grade to the student's assessment, the remainder of
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the grade is allocated to the teacher's assessment of the work. (The
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maximum grades for these are called "Grade for Student
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Assessments" and "Grade for Submissions" respectively.) Note
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that the grade from the student's assessment is not used. The student's
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assessment is given a grade based on how well it matches the teacher's
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that the grade from the student's assessment is not used. The student's
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assessment is given a grade based on how well it matches the teacher's
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assessment.</p>
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<p>The degree of agreement between the student's and teacher's assessment is
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based on the differences between the scores in individual elements
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<p>The degree of agreement between the student's and teacher's assessment is
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based on the differences between the scores in individual elements
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(actually the squared differences are used). The mean of these differences
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must to converted into a meaningful grade. The "Comparison of
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Assessments" option allows the teacher a degree of control on how
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must to converted into a meaningful grade. The "Comparison of
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Assessments" option allows the teacher a degree of control on how
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these comparisons are converted into grades.</p>
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<p>To get some idea on what effect this option has, take the (fairly simple)
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case of an assessment which has ten Yes/No questions. For example the
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assessment might use questions like "Is the chart correctly formatted?",
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"Is the calculated profit $100.66?", etc. Assume there are ten such
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questions. When the "Very Lax" setting is chosen, prefect
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<p>To get some idea on what effect this option has, take the (fairly simple)
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case of an assessment which has ten Yes/No questions. For example the
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assessment might use questions like "Is the chart correctly formatted?",
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"Is the calculated profit $100.66?", etc. Assume there are ten such
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questions. When the "Very Lax" setting is chosen, prefect
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agreement between the student's and teacher's assessment gives a grade of
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100%, if there is only one question which does not match the grade is 90%,
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two disagreements give a grade of 80%, three
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disagreements 70%, etc.. That might seem very reasonable and you might be thinking
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why is this option called a "Very Lax" comparison. Well, consider
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the case of a student doing a completely random assessment where the
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answers of the ten questions are simply
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guessed. On average this would result in five of the ten questions being
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100%, if there is only one question which does not match the grade is 90%,
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two disagreements give a grade of 80%, three
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disagreements 70%, etc.. That might seem very reasonable and you might be thinking
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why is this option called a "Very Lax" comparison. Well, consider
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the case of a student doing a completely random assessment where the
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answers of the ten questions are simply
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guessed. On average this would result in five of the ten questions being
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matched. So the "monkey's" assessment would get a grade of around
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50%. The situation gets a little more sensible with the "Lax"
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option, then
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the random assessment gets around 20%. When the "Fair" option is
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chosen, random guessing will result in a zero grade most of the
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time. At this level, a grade of 50% is given when the two assessments agree
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on eight questions of the ten. If three questions are in disagreement then
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the grade given is 25%. When the option is set to "Strict" having
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two questions out of sync gives a grade of 40%. Moving into the "Very
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Strict" territory a disagreement in just two questions drops the grade to
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50%. The situation gets a little more sensible with the "Lax"
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option, then
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the random assessment gets around 20%. When the "Fair" option is
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chosen, random guessing will result in a zero grade most of the
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time. At this level, a grade of 50% is given when the two assessments agree
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on eight questions of the ten. If three questions are in disagreement then
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the grade given is 25%. When the option is set to "Strict" having
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two questions out of sync gives a grade of 40%. Moving into the "Very
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Strict" territory a disagreement in just two questions drops the grade to
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35% and having a single question in disagreement gives a grade of 65%.</p>
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<p>This example is sightly artifical as most assessments usually have elements
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which have a range of values rather than just Yes or No. In those cases the
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<p>This example is sightly artificial as most assessments usually have elements
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which have a range of values rather than just Yes or No. In those cases the
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comparison is likely to result in somewhat higher grades then the values
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indicated above. The various levels (Very Lax, Lax, Fair...) are given so
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indicated above. The various levels (Very Lax, Lax, Fair...) are given so
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that the teacher can fine tune the comparisons. If they feel that the grades
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being given for assessments are too low then this option should be moved
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towards the "Lax" or even "Very Lax" choices. And
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alternatively, if the grades for the student's assessments are, in general,
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felt to be too high this option should be moved to either the
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"Strict" or "Very Strict" choices. It is really a
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matter of trial and error with the best starting point being the
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being given for assessments are too low then this option should be moved
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towards the "Lax" or even "Very Lax" choices. And
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alternatively, if the grades for the student's assessments are, in general,
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felt to be too high this option should be moved to either the
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"Strict" or "Very Strict" choices. It is really a
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matter of trial and error with the best starting point being the
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"Fair" option.</p>
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<p>During the course of the exercise the teacher may feel that the grades given
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to the student assessments are either too high or too low. These grades are
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shown on the exercise's Administration Page. In this case, the teacher can
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change the setting of this option and re-calculate the student assessment
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grades (the "Grading Grades"). The re-calculation is done by
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grades (the "Grading Grades"). The re-calculation is done by
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clicking the "Re-grade Student Assessments" link found on the
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administration page of the exercise. This can be safely performed at any
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administration page of the exercise. This can be safely performed at any
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time in the exercise.</p>
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@@ -1,71 +1,71 @@
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<p align="center"><b>Assessment Elements</b></p>
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<p>For ease of grading, a Exercise Assessment should have a reasonable
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number of "Assessment Elements". Each element should cover
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a particular aspect of the assessment. Typically an assessment will have
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something between 5 to 15 elements for comments and grading, the
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actual number depending on the size and complexity of the assignment. A peer
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assignment with only one element is allowed and has a similar assessment
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strategy to the standard Moodle Assignment. </p>
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<p>For ease of grading, a Exercise Assessment should have a reasonable
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number of "Assessment Elements". Each element should cover
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a particular aspect of the assessment. Typically an assessment will have
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something between 5 to 15 elements for comments and grading, the
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actual number depending on the size and complexity of the assignment. A peer
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assignment with only one element is allowed and has a similar assessment
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strategy to the standard Moodle Assignment. </p>
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<p>The type of elements dependent on the assignment's grading strategy.</p>
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<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
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The assessor is asked to comment on each of these aspects. As with all the grading
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strategies, there is also an area for general comments.</p>
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<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
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The assessor is asked to comment on each of these aspects. As with all the grading
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strategies, there is also an area for general comments.</p>
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<p><b>Accumulative Grading.</b> The elements have the following three features:</p>
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<ol>
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<li>The DESCRIPTION of the assessment element. This should clearly state what
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aspect of the assignment is being assessed. If the assessment is qualatative
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it is helpful to give details of what is considered excellent, average
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and poor.</li>
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<li><p>The SCALE of the assessment element. There are a number of prefined
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scales. These range from simple Yes/No scales, through multipoint scales to
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a full percentage scale. Each element has its own scale which should be choosen
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to fit the number of possible variations for that element. Note that the scale
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does NOT determine the element's importance when calculating the overall
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grade, a two point scale has the same "influence" as a 100 point
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scale if the respective elements have the same weight...</p>
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<li>The DESCRIPTION of the assessment element. This should clearly state what
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aspect of the assignment is being assessed. If the assessment is qualitative
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it is helpful to give details of what is considered excellent, average
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and poor.</li>
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<p>If custom scales are set up in the course, these can be used. Note,
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<li><p>The SCALE of the assessment element. There are a number of predefined
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scales. These range from simple Yes/No scales, through multipoint scales to
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a full percentage scale. Each element has its own scale which should be chosen
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to fit the number of possible variations for that element. Note that the scale
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does NOT determine the element's importance when calculating the overall
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grade, a two point scale has the same "influence" as a 100 point
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scale if the respective elements have the same weight...</p>
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<p>If custom scales are set up in the course, these can be used. Note,
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however, that this type of scale is used as a multi-point scale and that
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only the first and last items of the scale are shown. For example, if the
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only the first and last items of the scale are shown. For example, if the
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custom scale "Very Wet, Wet, Damp, Dry" is created in the course,
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this can be used and it will be shown as a four point scale labeled
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"Very Wet" at one end of the scale and "Dry" at the
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this can be used and it will be shown as a four point scale labeled
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"Very Wet" at one end of the scale and "Dry" at the
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other.</p></li>
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<li>The WEIGHT of the assessment element. By default the elements are given the same
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importance when calculating the overall grade of the assignment. Weights can
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<li>The WEIGHT of the assessment element. By default the elements are given the same
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importance when calculating the overall grade of the assignment. Weights can
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be assigned negative values, this is an experimental feature.</li>
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</ol>
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<p><b>Error Banded Grading.</b> The elements will normally describe certain items
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or aspects which must be present in the assignment. The assessment is made on
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<p><b>Error Banded Grading.</b> The elements will normally describe certain items
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or aspects which must be present in the assignment. The assessment is made on
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the present or absence of these items or aspects. The teacher must all set of
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grade table which give the suggested grades when all the items are present,
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when one is absent, when two are absent, etc. If certain items are more
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grade table which give the suggested grades when all the items are present,
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when one is absent, when two are absent, etc. If certain items are more
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important than others then those items can be given a weighting greater than
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one. Minor items can be given a weighting less than one. The overall
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"error count" is a weighted sum of the missing items. The assessor
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can always make a minor adjustment to these suggested grades.</p>
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one. Minor items can be given a weighting less than one. The overall
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"error count" is a weighted sum of the missing items. The assessor
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can always make a minor adjustment to these suggested grades.</p>
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<p><b>Criterion Grading.</b> The elements will give a set of "level"
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<p><b>Criterion Grading.</b> The elements will give a set of "level"
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statements which can be used to rank the assignment. The statements may be
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cumulative or they may each be self contained. The assessor must decide which
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statement best fits each piece of work. The teacher must also relate each
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statement best fits each piece of work. The teacher must also relate each
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criterion statement with a suggested grade. These should normally be in order.
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The assessor can make a minor adjustment to these suggested grades.</p>
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<p><b>Rubric Grading.</b> This is similar to Criterion Grading but there is more
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than one criteria. The number of criteria is given in the assignment
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parameters. Within each criterion there can be up to five "level"
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than one criteria. The number of criteria is given in the assignment
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parameters. Within each criterion there can be up to five "level"
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statements. In a given assignment the number of levels can vary from criterion
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to criterion. When setting up a criterion a blank level statement signals the
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end of the level statements. Thus some criteria may have two levels, others
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have three, up to five levels. The criteria can be weighted. The levels are
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scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of
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end of the level statements. Thus some criteria may have two levels, others
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have three, up to five levels. The criteria can be weighted. The levels are
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scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of
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these scores.
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</p>
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@@ -1,11 +1,11 @@
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<p align="center"><b>The Final Grades</b></p>
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<p>The table on this screen lists the overall grades and their breakdown. The first grade is
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the grade for the (inital) assessment. This is added to the grades given to each
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submission. The final grade given for this assignment will either be
|
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the average of these overall grades or the overall grade of the best submission.</p>
|
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the grade for the (initial) assessment. This is added to the grades given to each
|
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submission. The final grade given for this assignment will either be
|
||||
the average of these overall grades or the overall grade of the best submission.</p>
|
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<p>The League table optionally lists the best submissions. The number of entries in
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the table is set as one of the Exercise parameters. If that number is set to zero then
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the League Table is not displayed. The table is in grade order with the best submission
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<p>The League table optionally lists the best submissions. The number of entries in
|
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the table is set as one of the Exercise parameters. If that number is set to zero then
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the League Table is not displayed. The table is in grade order with the best submission
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first. Only a student's best submission is shown in the table.</p>
|
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|
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@@ -1,46 +1,46 @@
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<p align="center"><b>Grading of Assignments</b></p>
|
||||
|
||||
<p>In this Exercise the same Assessment Form is used by Students and Teachers
|
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to assess the work produced. The form is used at different stages of the
|
||||
exercise by the two groups, thus the explaination given here is divided into
|
||||
two parts.</p>
|
||||
|
||||
to assess the work produced. The form is used at different stages of the
|
||||
exercise by the two groups, thus the explanation given here is divided into
|
||||
two parts.</p>
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<p><b>For Students</b></p>
|
||||
|
||||
<p>The assessment form is used mainly to show you how your work will be
|
||||
assessed by the teacher. You are required to complete this form <b>before</b>
|
||||
you can submit your work. You can use it as a checklist. The form is <b>not</b>
|
||||
sent to the teacher when you save it. You can return to this form and amend it
|
||||
(and your piece of work) as many times as you like provided you have
|
||||
<b>not</b> submitted the work. Note that although you are allowed to, there
|
||||
is no need to submit your work immediately after you have completely this form.
|
||||
However, the contents of your assessment are frozen and made available to the
|
||||
teacher when you submit your work.</p>
|
||||
|
||||
<p>If the teacher requests that you make changes to your work and to re-submit
|
||||
it, you will <b>not</b> be asked to re-assess your "new" piece of
|
||||
work. You only make this assessment "first time round".</p>
|
||||
|
||||
<p>This (initial) assessment of your work is compared to the teacher's
|
||||
|
||||
<p>The assessment form is used mainly to show you how your work will be
|
||||
assessed by the teacher. You are required to complete this form <b>before</b>
|
||||
you can submit your work. You can use it as a checklist. The form is <b>not</b>
|
||||
sent to the teacher when you save it. You can return to this form and amend it
|
||||
(and your piece of work) as many times as you like provided you have
|
||||
<b>not</b> submitted the work. Note that although you are allowed to, there
|
||||
is no need to submit your work immediately after you have completely this form.
|
||||
However, the contents of your assessment are frozen and made available to the
|
||||
teacher when you submit your work.</p>
|
||||
|
||||
<p>If the teacher requests that you make changes to your work and to re-submit
|
||||
it, you will <b>not</b> be asked to re-assess your "new" piece of
|
||||
work. You only make this assessment "first time round".</p>
|
||||
|
||||
<p>This (initial) assessment of your work is compared to the teacher's
|
||||
assessment of your work. The closer the two assessments match the higher
|
||||
will be your "grading grade". This grade is usually a smaller
|
||||
will be your "grading grade". This grade is usually a smaller
|
||||
grade than the grade you are given for your work. The final grade for the
|
||||
exercise is these two grades added together.</p>
|
||||
|
||||
<p>Once you have submitted your own work the teacher will grade it using the
|
||||
same assessment form. You will be able to see their scores for your work
|
||||
and their comments. Their grade will normally form the main part of the
|
||||
<p>Once you have submitted your own work the teacher will grade it using the
|
||||
same assessment form. You will be able to see their scores for your work
|
||||
and their comments. Their grade will normally form the main part of the
|
||||
final grade you receive from this Exercise.</p>
|
||||
|
||||
<p><b>For the Teacher</b></p>
|
||||
|
||||
<p>The assessment form is used to grade the submissions of the students.
|
||||
These grades normally form the major component of the students' final grade
|
||||
for the exercise. The assessment, it's grade and any comments you make can
|
||||
be viewed by the student who submitted the work. Once you have made the
|
||||
assessment you should decide whether to allow the student to change and
|
||||
re-submit their work, hopefully with improvements, or not.</p>
|
||||
|
||||
<p>When you save an assessment you given a short period of time in which to
|
||||
make any amendments before the assessment to "released" to
|
||||
the student.</p>
|
||||
<p>The assessment form is used to grade the submissions of the students.
|
||||
These grades normally form the major component of the students' final grade
|
||||
for the exercise. The assessment, it's grade and any comments you make can
|
||||
be viewed by the student who submitted the work. Once you have made the
|
||||
assessment you should decide whether to allow the student to change and
|
||||
re-submit their work, hopefully with improvements, or not.</p>
|
||||
|
||||
<p>When you save an assessment you given a short period of time in which to
|
||||
make any amendments before the assessment to "released" to
|
||||
the student.</p>
|
||||
|
||||
@@ -3,83 +3,83 @@
|
||||
<p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:</p>
|
||||
|
||||
<ol>
|
||||
<li><b>No grading:</b> In this type of assignment the teacher is not
|
||||
interested in quantative assessment from the students at all. The students
|
||||
make comments of the pieces of works but do not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
"grading grades" form the basis of the students' final grades.
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.</li>
|
||||
|
||||
<li><b>No grading:</b> In this type of assignment the teacher is not
|
||||
interested in quantitative assessment from the students at all. The students
|
||||
make comments of the pieces of works but do not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
"grading grades" form the basis of the students' final grades.
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.</li>
|
||||
|
||||
<li><b>Accumulative grading:</b> This is the default type of grading.
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. An
|
||||
exercise assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment. </li>
|
||||
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. An
|
||||
exercise assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment. </li>
|
||||
|
||||
<p>Elements have the following three features:</p>
|
||||
<ol>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li><p>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</p>
|
||||
|
||||
<p>If custom scales are set up in the course, these can be used. Note,
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualitative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li><p>The SCALE of the assessment element. There are a number of predefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be chosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</p>
|
||||
|
||||
<p>If custom scales are set up in the course, these can be used. Note,
|
||||
however, that this type of scale is used as a multi-point scale and that
|
||||
only the first and last items of the scale are shown. For example, if the
|
||||
only the first and last items of the scale are shown. For example, if the
|
||||
custom scale "Very Wet, Wet, Damp, Dry" is created in the course,
|
||||
this can be used and it will be shown as a four point scale labeled
|
||||
"Very Wet" at one end of the scale and "Dry" at the
|
||||
this can be used and it will be shown as a four point scale labeled
|
||||
"Very Wet" at one end of the scale and "Dry" at the
|
||||
other.</p></li>
|
||||
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
</ol>
|
||||
<br />
|
||||
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
significant items which should be present, the Grade Table will give suggested
|
||||
grades if all are present, one is absent, if two are absent, etc. The individual
|
||||
items can, if desired, be given weighting factors if some items are more important
|
||||
than others. The number of "errors" is a weighted sum of the items not
|
||||
present. By default each item is given a weight of one. The grading table is likely
|
||||
to be non-linear, for example
|
||||
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.</li>
|
||||
|
||||
<li><b>Criterion Grading:</b> This is simpliest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statments. The assessor choses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
|
||||
an assignment may be set up with, say, five criteria statements and the assessors
|
||||
must then choose one of the five statements for each of their assessments. As with
|
||||
the Banded assignment the assessor can adjust the suggested grade by up to
|
||||
20% to give the final grade.</li>
|
||||
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
significant items which should be present, the Grade Table will give suggested
|
||||
grades if all are present, one is absent, if two are absent, etc. The individual
|
||||
items can, if desired, be given weighting factors if some items are more important
|
||||
than others. The number of "errors" is a weighted sum of the items not
|
||||
present. By default each item is given a weight of one. The grading table is likely
|
||||
to be non-linear, for example
|
||||
the suggested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.</li>
|
||||
|
||||
<li><b>Criterion Grading:</b> This is the simplest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statements. The assessor chooses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
|
||||
an assignment may be set up with, say, five criteria statements and the assessors
|
||||
must then choose one of the five statements for each of their assessments. As with
|
||||
the Banded assignment the assessor can adjust the suggested grade by up to
|
||||
20% to give the final grade.</li>
|
||||
|
||||
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
|
||||
sets of criteria. Each set covering a particular "Category", can have
|
||||
up to five statements. The sets are given individual
|
||||
weights and the grade is a weighted combination of the scores from each set. There
|
||||
is <b>no</b> adjustment option in this assessment type. </li>
|
||||
sets of criteria. Each set covering a particular "Category", can have
|
||||
up to five statements. The sets are given individual
|
||||
weights and the grade is a weighted combination of the scores from each set. There
|
||||
is <b>no</b> adjustment option in this assessment type. </li>
|
||||
</ol>
|
||||
|
||||
@@ -1 +1 @@
|
||||
<p>Exercises</p>
|
||||
<p>Exercises</p>
|
||||
@@ -1,85 +1,85 @@
|
||||
<p align="center"><b>Managing an Exercise Assignment</b></p>
|
||||
|
||||
<p>An Exercise Assignment is slightly more complex than an ordinary assignment.
|
||||
It involves three steps or phases. These are</p>
|
||||
It involves three steps or phases. These are</p>
|
||||
<ol>
|
||||
<li><p><b>Set up Exercise </b> The assessment of the work produced in the
|
||||
exercise is made easier if it is broken into a number of assessment ELEMENTS.
|
||||
This makes the grading of an assignment less
|
||||
arbitary and gives the students a framework on which to make assessments.
|
||||
The teacher has the role of setting up the assessment elements thus making a
|
||||
grading sheet. (See that page for more details.)</p>
|
||||
|
||||
<p>With the assessment elements set up the teacher must submit a
|
||||
Word Document or HTML file which describes the exercise or task to be done
|
||||
by the students. This file is shown to the students in the second phase of
|
||||
the exercise. </p>
|
||||
|
||||
<p>Teachers can, if they wish, prepare a set of similar exercies, again as
|
||||
Word Documents or HTML files, and upload those into the Exercise. Note that
|
||||
these exercises must be quite similar as the same Assessment Form is used
|
||||
for all of these variants. The submission of a multiple set of exercises by
|
||||
the teacher is optional and for certain assignments may not be appropriate.</p></li>
|
||||
|
||||
<li><p><b>Allow Students Assessments and Submissions</b> The assignment
|
||||
is now opened to the students. If the teacher has set up multiple exercises then
|
||||
the students see different exercises, otherwise all the students see the same
|
||||
exercise.</p>
|
||||
<li><p><b>Set up Exercise </b> The assessment of the work produced in the
|
||||
exercise is made easier if it is broken into a number of assessment ELEMENTS.
|
||||
This makes the grading of an assignment less
|
||||
arbitrary and gives the students a framework on which to make assessments.
|
||||
The teacher has the role of setting up the assessment elements thus making a
|
||||
grading sheet. (See that page for more details.)</p>
|
||||
|
||||
<p>Before the students can submit their work they must complete the assessment
|
||||
form. Once they have completed the assessment they are shown the upload form.
|
||||
The students can revise their work in the light of their self assessment. </p>
|
||||
|
||||
<p>Once student work has been submitted the teacher can begin assessing it. The link "Student Submissions for Assessment" displays a page showing those peices of work which have not been assessed. The oldest submission is at the top of the page. The assessment form for each of these submissions is initially based on the student's own assessment of their work. The teacher can change those assessments and add any comments. At the end of the two buttons let the teacher decide whether the student can re-submit the work or not.</p>
|
||||
<p>With the assessment elements set up the teacher must submit a
|
||||
Word Document or HTML file which describes the exercise or task to be done
|
||||
by the students. This file is shown to the students in the second phase of
|
||||
the exercise. </p>
|
||||
|
||||
<p>If the teacher has decided to allow the student to re-submit and they have done so, the teacher is how the new piece of work. In this case the assessment form will contain the teacher's old assessment. The
|
||||
same option, re-submit or not, allows the teacher to control this cycle of
|
||||
re-submission and assessment. If students are allowed to put in multiple pieces
|
||||
of work into the Exercise, the teacher should decide whether the final grades
|
||||
are based on the student's maximum grade or their average grade over the
|
||||
set of submissions. This option can be changed at any time during the Exercise
|
||||
by updating the Exercise, it's effect is seen immediately in the Grade page.
|
||||
<p>Teachers can, if they wish, prepare a set of similar exercise, again as
|
||||
Word Documents or HTML files, and upload those into the Exercise. Note that
|
||||
these exercises must be quite similar as the same Assessment Form is used
|
||||
for all of these variants. The submission of a multiple set of exercises by
|
||||
the teacher is optional and for certain assignments may not be appropriate.</p></li>
|
||||
|
||||
<li><p><b>Allow Students Assessments and Submissions</b> The assignment
|
||||
is now opened to the students. If the teacher has set up multiple exercises then
|
||||
the students see different exercises, otherwise all the students see the same
|
||||
exercise.</p>
|
||||
|
||||
<p>Before the students can submit their work they must complete the assessment
|
||||
form. Once they have completed the assessment they are shown the upload form.
|
||||
The students can revise their work in the light of their self assessment. </p>
|
||||
|
||||
<p>Once student work has been submitted the teacher can begin assessing it. The link "Student Submissions for Assessment" displays a page showing those pieces of work which have not been assessed. The oldest submission is at the top of the page. The assessment form for each of these submissions is initially based on the student's own assessment of their work. The teacher can change those assessments and add any comments. At the end of the two buttons let the teacher decide whether the student can re-submit the work or not.</p>
|
||||
|
||||
<p>If the teacher has decided to allow the student to re-submit and they have done so, the teacher is how the new piece of work. In this case the assessment form will contain the teacher's old assessment. The
|
||||
same option, re-submit or not, allows the teacher to control this cycle of
|
||||
re-submission and assessment. If students are allowed to put in multiple pieces
|
||||
of work into the Exercise, the teacher should decide whether the final grades
|
||||
are based on the student's maximum grade or their average grade over the
|
||||
set of submissions. This option can be changed at any time during the Exercise
|
||||
by updating the Exercise, it's effect is seen immediately in the Grade page.
|
||||
</p>
|
||||
|
||||
<p>When the assignment's deadline is reached a student can submit or re-submit work.
|
||||
The work is flagged as "late". The work appears in the list of work to
|
||||
be assessed and the teacher can, if desired, assess the work in the normal way.
|
||||
In the various lists of peices of work the submission date is shown as red (and
|
||||
in the list of work to be be marked the period since submission is also shown in
|
||||
red). If graded, the grade of late work is shown in red and in brackets. Such
|
||||
grades are <b>not</b> used in the calculation of final grades and are not counted
|
||||
in the Grades pages. The teacher can clear the late flag by going into in the
|
||||
Administration page and clicking on the appropriate link. The work will then be
|
||||
In the various lists of pieces of work the submission date is shown as red (and
|
||||
in the list of work to be marked the period since submission is also shown in
|
||||
red). If graded, the grade of late work is shown in red and in brackets. Such
|
||||
grades are <b>not</b> used in the calculation of final grades and are not counted
|
||||
in the Grades pages. The teacher can clear the late flag by going into in the
|
||||
Administration page and clicking on the appropriate link. The work will then be
|
||||
used in the calculation of the final grade. </p></li>
|
||||
|
||||
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
|
||||
the Exercise the students can see their "final" grades. In all
|
||||
phases of the Exercise (except the first phase), grades are available to
|
||||
the students, they are, however, only "partial" grades as they are
|
||||
calculated on the fly from the assessments available at the time.</p>
|
||||
|
||||
<p>In this final phase, students <b>cannot</b> make any further submissions.
|
||||
In effect the assignment is closed and the teacher has the option of showing
|
||||
|
||||
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
|
||||
the Exercise the students can see their "final" grades. In all
|
||||
phases of the Exercise (except the first phase), grades are available to
|
||||
the students, they are, however, only "partial" grades as they are
|
||||
calculated on the fly from the assessments available at the time.</p>
|
||||
|
||||
<p>In this final phase, students <b>cannot</b> make any further submissions.
|
||||
In effect the assignment is closed and the teacher has the option of showing
|
||||
the students examples of the best pieces of work submitted...</p>
|
||||
|
||||
|
||||
<p>The students (and the teacher) can also be shown a "League Table"
|
||||
of the student submissions. These are listed in order of grade, the top
|
||||
of the student submissions. These are listed in order of grade, the top
|
||||
submission is first. Here the grade given to the submission is teacher's
|
||||
grade. If a student submitted more than one piece of work only their best
|
||||
grade. If a student submitted more than one piece of work only their best
|
||||
piece of work is shown in this table. If the number of entries in the table
|
||||
is set to zero then this table is not displayed.</p></li>
|
||||
</ol>
|
||||
|
||||
<p>The student's grade for the Exercise is the sum of their grading grade of
|
||||
their (initial) assessment and the grade for their submission(s). The
|
||||
maximum values for these grades are given when the Exercise are set up.
|
||||
<p>The student's grade for the Exercise is the sum of their grading grade of
|
||||
their (initial) assessment and the grade for their submission(s). The
|
||||
maximum values for these grades are given when the Exercise are set up.
|
||||
However, these maximum values can be changed (by updating the Exercise)
|
||||
at any time during the exercise and the grades shown both the students
|
||||
at any time during the exercise and the grades shown both the students
|
||||
and the teacher always reflect the current maximum values.</p>
|
||||
|
||||
|
||||
<p>At any phase of the assignment the teacher can open the "Administration"
|
||||
page. It lists the students' assessments (of their own work) and the
|
||||
submissions of the students. The teacher can use this page to assess and re-assess
|
||||
submissions, re-grade assessments, delete submissions and assessments,
|
||||
and generally watch the progress of the assignment.</p>
|
||||
page. It lists the students' assessments (of their own work) and the
|
||||
submissions of the students. The teacher can use this page to assess and re-assess
|
||||
submissions, re-grade assessments, delete submissions and assessments,
|
||||
and generally watch the progress of the assignment.</p>
|
||||
|
||||
|
||||
@@ -1,87 +1,87 @@
|
||||
<img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <b>Exercise</b>
|
||||
|
||||
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher
|
||||
<p>An Exercise is a simple but powerful assignment. In an exercise the teacher
|
||||
asks the students to do a piece of practical work. It could be writing an
|
||||
essay or a report, preparing a presentation, or setting out a spreadsheet,
|
||||
etc. When the student has done the task they must first self-assess their
|
||||
work before submitting it to the teacher. Once submitted the teacher
|
||||
assesses the student's piece of work using the same assessment form. The
|
||||
essay or a report, preparing a presentation, or setting out a spreadsheet,
|
||||
etc. When the student has done the task they must first self-assess their
|
||||
work before submitting it to the teacher. Once submitted the teacher
|
||||
assesses the student's piece of work using the same assessment form. The
|
||||
teacher can give feedback to the student and ask the student to improve
|
||||
the work and re-submit it or not as the case may be. The final grade is
|
||||
based on how well the student assessed their own work and the work itself.</p>
|
||||
|
||||
<p>Before the start of the exercise the teacher sets up the exercise by
|
||||
<ol> <li>Creating a Word document or HTML file which introduces the exercise
|
||||
and tells the students what they have to produce. This file is uploaded
|
||||
into the exercise by the teacher.</li>
|
||||
|
||||
<ol> <li>Creating a Word document or HTML file which introduces the exercise
|
||||
and tells the students what they have to produce. This file is uploaded
|
||||
into the exercise by the teacher.</li>
|
||||
|
||||
<li>Adding the textual elements and choosing the options in the Assessment
|
||||
Form. This form is used by both the students and the teacher to assess the
|
||||
work produced in the exercise. There are various types of assessment
|
||||
which can be used (see the help on "Grading Stratgey")</li>
|
||||
Form. This form is used by both the students and the teacher to assess the
|
||||
work produced in the exercise. There are various types of assessment
|
||||
which can be used (see the help on "Grading Strategy")</li>
|
||||
</ol></p>
|
||||
|
||||
|
||||
<p>In large classes, the teacher may find to helpful to create more than one version
|
||||
of the exercise. These variants add a degree of variety to the exercise and
|
||||
ensure that students are doing different tasks in the exercise. They
|
||||
are allocated to the students in a random but balanced way. Each student
|
||||
receives only one exercise but the the number of
|
||||
times each variant is allocated in a class is approximately the same. Note
|
||||
the variants should not be too different as the same assessment form is used for
|
||||
all of the variants.</p>
|
||||
of the exercise. These variants add a degree of variety to the exercise and
|
||||
ensure that students are doing different tasks in the exercise. They
|
||||
are allocated to the students in a random but balanced way. Each student
|
||||
receives only one exercise but the number of
|
||||
times each variant is allocated in a class is approximately the same. Note
|
||||
the variants should not be too different as the same assessment form is used for
|
||||
all of the variants.</p>
|
||||
|
||||
<p>With the description(s) of the exercise and the assessment form in place,
|
||||
the assignment is opened to the students. They are shown a description
|
||||
of the exercise or task. When they have done the exercise they must assess
|
||||
their own work (using the pre-prepared assessment form) before they can
|
||||
submit their work to the teacher. The assessment form can be used as a
|
||||
"checklist" by the students. They can, if they wish, revise both
|
||||
their work and the assessment before they actually submit their work, and
|
||||
probably they should be encouraged to do so!</p>
|
||||
|
||||
<p>Once a student has submitted their work both their assessment and the piece
|
||||
the assignment is opened to the students. They are shown a description
|
||||
of the exercise or task. When they have done the exercise they must assess
|
||||
their own work (using the pre-prepared assessment form) before they can
|
||||
submit their work to the teacher. The assessment form can be used as a
|
||||
"checklist" by the students. They can, if they wish, revise both
|
||||
their work and the assessment before they actually submit their work, and
|
||||
probably they should be encouraged to do so!</p>
|
||||
|
||||
<p>Once a student has submitted their work both their assessment and the piece
|
||||
of work itself becomes available to the teacher. The teacher accesses the
|
||||
pieces of work (using the student's assessment as a starting point) and
|
||||
make a decision whether to ask the student to re-submit an improved
|
||||
pieces of work (using the student's assessment as a starting point) and
|
||||
make a decision whether to ask the student to re-submit an improved
|
||||
version of the work or not.</p>
|
||||
|
||||
<p>If the teacher feels that the student's piece of work could be improved, the
|
||||
student can be given the opprtunity to re-submit. If this is taken up the
|
||||
teacher re-assesses the work using an assessment form which contains
|
||||
the grades and comments they gave to the student's previous submission.
|
||||
Thus, the re-assessment is then a matter of updating the form in the light
|
||||
of the student revised work rather than undertaking an assessment from
|
||||
scratch.</p>
|
||||
|
||||
<p>When the deadline for the exercise is reached students can continue to submit.
|
||||
However, such work is flagged as "late". The teacher can, if
|
||||
desired, grade the work and give feedback to the student. The grades of
|
||||
late work are held back and are <b>not</b> used in the calculation of final
|
||||
grades. If, for whatever reason, the teacher wishes to accept a piece of
|
||||
late work as a normal piece of work the late flag can be cleared by going
|
||||
into the Administration page, finding the submission and clicking on the
|
||||
appropriate link. The grade for that work will then be used in the calculation
|
||||
of a final grades.</p>
|
||||
|
||||
<p>When all the submissions have been graded, the exercise is moved to the
|
||||
|
||||
<p>If the teacher feels that the student's piece of work could be improved, the
|
||||
student can be given the opportunity to re-submit. If this is taken up the
|
||||
teacher re-assesses the work using an assessment form which contains
|
||||
the grades and comments they gave to the student's previous submission.
|
||||
Thus, the re-assessment is then a matter of updating the form in the light
|
||||
of the student revised work rather than undertaking an assessment from
|
||||
scratch.</p>
|
||||
|
||||
<p>When the deadline for the exercise is reached students can continue to submit.
|
||||
However, such work is flagged as "late". The teacher can, if
|
||||
desired, grade the work and give feedback to the student. The grades of
|
||||
late work are held back and are <b>not</b> used in the calculation of final
|
||||
grades. If, for whatever reason, the teacher wishes to accept a piece of
|
||||
late work as a normal piece of work the late flag can be cleared by going
|
||||
into the Administration page, finding the submission and clicking on the
|
||||
appropriate link. The grade for that work will then be used in the calculation
|
||||
of a final grades.</p>
|
||||
|
||||
<p>When all the submissions have been graded, the exercise is moved to the
|
||||
final phase. Further student submissions are now not allowed. The students
|
||||
can now see their final grades together with the grades given to their
|
||||
submission(s). A student's grade for the exercise is the sum of the
|
||||
student's "grading grade", a measure of the agreement between
|
||||
the student's assessment and the teacher's assessment of the student's
|
||||
(first) submission, and the teacher's grade(s) for the student's
|
||||
submission(s). (The grade given by the student in their assesment is
|
||||
can now see their final grades together with the grades given to their
|
||||
submission(s). A student's grade for the exercise is the sum of the
|
||||
student's "grading grade", a measure of the agreement between
|
||||
the student's assessment and the teacher's assessment of the student's
|
||||
(first) submission, and the teacher's grade(s) for the student's
|
||||
submission(s). (The grade given by the student in their assessment is
|
||||
<b>not</b> used.) </p>
|
||||
|
||||
<p>When the teacher allows students to resubmit work, the teacher should
|
||||
consider how to set the option which controls how the student's final grade
|
||||
is calculated from multiple submissions. This option allows the teacher to
|
||||
choose between using the mean grade of the student's submissions or their
|
||||
best submission. This option can changed at any time and it has an immediate
|
||||
effect in the grades screen.</p>
|
||||
|
||||
<p>When the teacher allows students to resubmit work, the teacher should
|
||||
consider how to set the option which controls how the student's final grade
|
||||
is calculated from multiple submissions. This option allows the teacher to
|
||||
choose between using the mean grade of the student's submissions or their
|
||||
best submission. This option can changed at any time and it has an immediate
|
||||
effect in the grades screen.</p>
|
||||
|
||||
<p>In the final phase of the exercise the students can also see a "League
|
||||
Table" of submissions. This an ordered list of the submissions, the
|
||||
submission which received the highest grade is at the top. When there are
|
||||
multiple submissions only the student's best submission is show in this list.</p>
|
||||
|
||||
Table" of submissions. This an ordered list of the submissions, the
|
||||
submission which received the highest grade is at the top. When there are
|
||||
multiple submissions only the student's best submission is show in this list.</p>
|
||||
|
||||
|
||||
@@ -1,19 +1,19 @@
|
||||
<p align="center"><b>Number of Comments, Elements, Bands, Criteria or Rubrics</b></p>
|
||||
|
||||
<p>The number entered here determines how many items will be used in
|
||||
the assessments. Depending on the type of grading strategy, this number
|
||||
gives the number of comments, assessments elements, bands, criteria or
|
||||
categories (sets) of criteria in a rubric. Typically an assignment will have
|
||||
something between 5 to 15 assessment items, the actual number depending on
|
||||
the assessments. Depending on the type of grading strategy, this number
|
||||
gives the number of comments, assessments elements, bands, criteria or
|
||||
categories (sets) of criteria in a rubric. Typically an assignment will have
|
||||
something between 5 to 15 assessment items, the actual number depending on
|
||||
the size and complexity of the assignment.</p>
|
||||
|
||||
<p>During the set up phase of the exercise this number can safely be adjusted.
|
||||
Increasing this number will cause extra blank elements to be displayed in the
|
||||
asessemnt form. Reducing this number will remove elements from the end
|
||||
of the assessment form.</p>
|
||||
|
||||
<p>All assessments have a General Comments field. For a "No
|
||||
Grading" assignment the value given here determines the
|
||||
number of additional comment areas. It can be specified as zero and results
|
||||
in the assessment having only a single General Comments area.</p>
|
||||
|
||||
<p>During the set up phase of the exercise this number can safely be adjusted.
|
||||
Increasing this number will cause extra blank elements to be displayed in the
|
||||
assessment form. Reducing this number will remove elements from the end
|
||||
of the assessment form.</p>
|
||||
|
||||
<p>All assessments have a General Comments field. For a "No
|
||||
Grading" assignment the value given here determines the
|
||||
number of additional comment areas. It can be specified as zero and results
|
||||
in the assessment having only a single General Comments area.</p>
|
||||
|
||||
|
||||
@@ -1,23 +1,23 @@
|
||||
<p align="center"><b>Re-grading Student Assessments</b></p>
|
||||
|
||||
<p>This link re-calculates the "Grading grades" of all the student
|
||||
assessments. Normally it is <b>not</b> necessary to action this
|
||||
re-calculation. New student assessments are automatically graded after the
|
||||
teacher has assessed the relavant piece of work from the student.</p>
|
||||
<p>This link re-calculates the "Grading grades" of all the student
|
||||
assessments. Normally it is <b>not</b> necessary to action this
|
||||
re-calculation. New student assessments are automatically graded after the
|
||||
teacher has assessed the relevant piece of work from the student.</p>
|
||||
|
||||
<p>If, however, the Grading grades are felt to be too high or too low the
|
||||
teacher may wish to change the "Comparison of Assessments" option
|
||||
(by Updating the Exercise). The default value of this option is
|
||||
"Fair". If the grading grades are too high then setting the
|
||||
<p>If, however, the Grading grades are felt to be too high or too low the
|
||||
teacher may wish to change the "Comparison of Assessments" option
|
||||
(by Updating the Exercise). The default value of this option is
|
||||
"Fair". If the grading grades are too high then setting the
|
||||
option to either "Strict" or "Very Strict" will reduce
|
||||
the grades. Or alternatively if the grades are too low, setting the option
|
||||
the grades. Or alternatively if the grades are too low, setting the option
|
||||
to " Lax" or "Very Lax" will increase the grades.</p>
|
||||
|
||||
<p>If a change to the Grading grades is required the steps are:
|
||||
<ol>
|
||||
<li>Update the Exercise with the new value of the Comparison of Assessments
|
||||
option;</li>
|
||||
<li>Go to to the Exercise's Administration page and click on the
|
||||
<li>Go to the Exercise's Administration page and click on the
|
||||
"Re-grade Student Assessments" link.</li>
|
||||
</ol>
|
||||
The new grades will be displayed. These process can be safely repeated.</p>
|
||||
|
||||
@@ -1,10 +1,10 @@
|
||||
<p align="center"><b>Specimen Assessment Form</b></p>
|
||||
|
||||
<p>This page shows shows the details of the actual form used to grade
|
||||
your assignment. It will be used by yourself and the teacher to grade your
|
||||
work.</p>
|
||||
|
||||
<p>Please note that although you can change the grades on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by yourself and the teacher
|
||||
during this assignment.</p>
|
||||
<p>This page shows the details of the actual form used to grade
|
||||
your assignment. It will be used by yourself and the teacher to grade your
|
||||
work.</p>
|
||||
|
||||
<p>Please note that although you can change the grades on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by yourself and the teacher
|
||||
during this assignment.</p>
|
||||
|
||||
@@ -1,11 +1,11 @@
|
||||
<p align="center"><b>Take Ownership of the Exercises</b></p>
|
||||
|
||||
<p>This link allows the teacher to take ownership of the current set of exercise
|
||||
submissions. You will need to do this if you have imported an exercise from a
|
||||
backup of another course. This link allows you to "claim"
|
||||
all the exercise submissions. In the current course these imported submissions
|
||||
could belong to anyone, even a student. This procedure avoids any problems
|
||||
that this may cause and makes you their owner.</p>
|
||||
|
||||
<p>Apart from onwership, the submissions themselves are unchanged by this
|
||||
procedure.</p>
|
||||
<p>This link allows the teacher to take ownership of the current set of exercise
|
||||
submissions. You will need to do this if you have imported an exercise from a
|
||||
backup of another course. This link allows you to "claim"
|
||||
all the exercise submissions. In the current course these imported submissions
|
||||
could belong to anyone, even a student. This procedure avoids any problems
|
||||
that this may cause and makes you their owner.</p>
|
||||
|
||||
<p>Apart from ownership, the submissions themselves are unchanged by this
|
||||
procedure.</p>
|
||||
@@ -3,6 +3,6 @@
|
||||
<p>This option allows you to select the number of articles
|
||||
to include in the RSS Feed.</p>
|
||||
|
||||
<p>A number between 5 and 20 should be appropiate for
|
||||
<p>A number between 5 and 20 should be appropriate for
|
||||
most forums. Increase it if the forum is very used.</p>
|
||||
|
||||
|
||||
@@ -1,22 +1,22 @@
|
||||
<p align="center"><b>Forum Subscription</b></p>
|
||||
|
||||
<p>When a person is subscribed to a forum it means that
|
||||
<p>When a person is subscribed to a forum it means that
|
||||
they will be sent email copies of every post in that forum
|
||||
(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
|
||||
(posts are sent about <?php echo $CFG->maxeditingtime/60 ?> minutes
|
||||
after the post was first written).
|
||||
</p>
|
||||
|
||||
<p>People can usually choose whether or not they want to be
|
||||
<p>People can usually choose whether or not they want to be
|
||||
subscribed to each forum.
|
||||
</p>
|
||||
|
||||
<p>However, if you choose to force subscription on a particular forum
|
||||
<p>However, if you choose to force subscription on a particular forum
|
||||
then all course users will be subscribed automatically, even those that
|
||||
enrol at a later time.
|
||||
</p>
|
||||
|
||||
<p>This is especially useful in the News forum and in forums
|
||||
towards the beginning of the course (before everyone has
|
||||
towards the beginning of the course (before everyone has
|
||||
worked out that they can subscribe to these emails themselves).
|
||||
</p>
|
||||
|
||||
@@ -26,10 +26,10 @@ they can unsubscribe themselves at any time. If you choose "Yes, forever"
|
||||
then they will not be able to unsubscribe themselves.
|
||||
</p>
|
||||
|
||||
<p>Note how the "Yes, initially" option behaves when you update an exisitng
|
||||
<p>Note how the "Yes, initially" option behaves when you update an existing
|
||||
forum: Changing from "Yes, initially" to "No" will not unsubscribe
|
||||
existing users, it will only affect future course users. Similarly changing
|
||||
later to "Yes, initially" will not subscribe existing course users
|
||||
but only those enrolling later.
|
||||
but only those enrolling later.
|
||||
</p>
|
||||
|
||||
|
||||
+34
-34
@@ -3,51 +3,51 @@
|
||||
|
||||
<p>General</p>
|
||||
<ul>
|
||||
<li><a href="help.php?file=cookies.html">Cookies</a></li>
|
||||
<li><a href="help.php?file=directorypaths.html">Directory paths</a></li>
|
||||
<li><a href="help.php?file=cookies.html">Cookies</a></li>
|
||||
<li><a href="help.php?file=directorypaths.html">Directory paths</a></li>
|
||||
</ul>
|
||||
|
||||
<p>Administration</p>
|
||||
<ul>
|
||||
<li><a href="help.php?file=langedit.html">Language editing</a></li>
|
||||
<li><a href="help.php?file=uploadusers.html">Upload users</a></li>
|
||||
<li><a href="help.php?file=langedit.html">Language editing</a></li>
|
||||
<li><a href="help.php?file=uploadusers.html">Upload users</a></li>
|
||||
</ul>
|
||||
|
||||
<p>Setting up courses</p>
|
||||
<ul>
|
||||
<li><a href="help.php?file=mods.html">Activity Modules</a></li>
|
||||
<li><a href="help.php?file=mods.html">Activity Modules</a></li>
|
||||
<li><a href="help.php?file=coursereports.html">Activity Reports</a></li>
|
||||
<li><a href="help.php?file=courseavailability.html">Course availability</a></li>
|
||||
<li><a href="help.php?file=coursecategory.html">Course categories</a></li>
|
||||
<li><a href="help.php?file=courseformats.html">Course formats</a></li>
|
||||
<li><a href="help.php?file=coursefullname.html">Course fullname</a></li>
|
||||
<li><a href="help.php?file=courseidnumber.html">Course ID number</a></li>
|
||||
<li><a href="help.php?file=coursenewsitems.html">Course news items</a></li>
|
||||
<li><a href="help.php?file=coursenumsections.html">Course number of weeks/topics</a></li>
|
||||
<li><a href="help.php?file=courseshortname.html">Course short name</a></li>
|
||||
<li><a href="help.php?file=coursestartdate.html">Course start date</a></li>
|
||||
<li><a href="help.php?file=courseuploadsize.html">Course upload size</a></li>
|
||||
<li><a href="help.php?file=enrolmentkey.html">Enrollment keys</a></li>
|
||||
<li><a href="help.php?file=coursegrades.html">Grades</a></li>
|
||||
<li><a href="help.php?file=groupmode.html">Group mode</a></li>
|
||||
<li><a href="help.php?file=groupmodeforce.html">Group mode (forcing)</a></li>
|
||||
<li><a href="help.php?file=guestaccess.html">Guest access</a></li>
|
||||
<li><a href="help.php?file=courserecent.html">Recent Activity</a></li>
|
||||
<li><a href="help.php?file=scales.html">Scales</a></li>
|
||||
<li><a href="help.php?file=summaries.html">Section summaries</a></li>
|
||||
<li><a href="help.php?file=teachers.html">Teachers</a></li>
|
||||
<li><a href="help.php?file=picture.html">Uploading a picture</a></li>
|
||||
<li><a href="help.php?file=courseavailability.html">Course availability</a></li>
|
||||
<li><a href="help.php?file=coursecategory.html">Course categories</a></li>
|
||||
<li><a href="help.php?file=courseformats.html">Course formats</a></li>
|
||||
<li><a href="help.php?file=coursefullname.html">Course fullname</a></li>
|
||||
<li><a href="help.php?file=courseidnumber.html">Course ID number</a></li>
|
||||
<li><a href="help.php?file=coursenewsitems.html">Course news items</a></li>
|
||||
<li><a href="help.php?file=coursenumsections.html">Course number of weeks/topics</a></li>
|
||||
<li><a href="help.php?file=courseshortname.html">Course short name</a></li>
|
||||
<li><a href="help.php?file=coursestartdate.html">Course start date</a></li>
|
||||
<li><a href="help.php?file=courseuploadsize.html">Course upload size</a></li>
|
||||
<li><a href="help.php?file=enrolmentkey.html">Enrollment keys</a></li>
|
||||
<li><a href="help.php?file=coursegrades.html">Grades</a></li>
|
||||
<li><a href="help.php?file=groupmode.html">Group mode</a></li>
|
||||
<li><a href="help.php?file=groupmodeforce.html">Group mode (forcing)</a></li>
|
||||
<li><a href="help.php?file=guestaccess.html">Guest access</a></li>
|
||||
<li><a href="help.php?file=courserecent.html">Recent Activity</a></li>
|
||||
<li><a href="help.php?file=scales.html">Scales</a></li>
|
||||
<li><a href="help.php?file=summaries.html">Section summaries</a></li>
|
||||
<li><a href="help.php?file=teachers.html">Teachers</a></li>
|
||||
<li><a href="help.php?file=picture.html">Uploading a picture</a></li>
|
||||
</ul>
|
||||
|
||||
<p>Reading and Writing</p>
|
||||
<ul>
|
||||
<li><a href="help.php?file=questions.html">Asking Questions</a></li>
|
||||
<li><a href="help.php?file=reading.html">Reading</a></li>
|
||||
<li><a href="help.php?file=writing.html">Writing</a></li>
|
||||
<li><a href="help.php?file=textformat.html">Formatting Text</a></li>
|
||||
<li><a href="help.php?file=html.html">Editing HTML format</a></li>
|
||||
<li><a href="help.php?file=text.html">Edting Text format</a></li>
|
||||
<li><a href="help.php?file=wiki.html">Editing Wiki format</a></li>
|
||||
<li><a href="help.php?file=richtext.html">Using the Richtext HTML editor</a></li>
|
||||
<li><a href="help.php?file=emoticons.html">Using Smilies (emoticons)</a></li>
|
||||
<li><a href="help.php?file=questions.html">Asking Questions</a></li>
|
||||
<li><a href="help.php?file=reading.html">Reading</a></li>
|
||||
<li><a href="help.php?file=writing.html">Writing</a></li>
|
||||
<li><a href="help.php?file=textformat.html">Formatting Text</a></li>
|
||||
<li><a href="help.php?file=html.html">Editing HTML format</a></li>
|
||||
<li><a href="help.php?file=text.html">Editing Text format</a></li>
|
||||
<li><a href="help.php?file=wiki.html">Editing Wiki format</a></li>
|
||||
<li><a href="help.php?file=richtext.html">Using the Richtext HTML editor</a></li>
|
||||
<li><a href="help.php?file=emoticons.html">Using Smilies (emoticons)</a></li>
|
||||
</ul>
|
||||
|
||||
@@ -1,13 +1,13 @@
|
||||
<p align="center"><b>The Jump-to Link</b></p>
|
||||
|
||||
<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response
|
||||
is shown to the student. Atfer that the student sees the page given in the Jump-to
|
||||
link. This link can be either relative or absolute. Relative links are <b>This
|
||||
page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
|
||||
<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response
|
||||
is shown to the student. After that the student sees the page given in the Jump-to
|
||||
link. This link can be either relative or absolute. Relative links are <b>This
|
||||
page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
|
||||
current page again. <b>Next page</b> shows the page which follows this page in the
|
||||
logical order of pages. An absolute page link is specified by choosing the page's
|
||||
logical order of pages. An absolute page link is specified by choosing the page's
|
||||
<b>title</b>.</p>
|
||||
<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
|
||||
<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
|
||||
after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
|
||||
always show the same page after pages have been moved.</p>
|
||||
|
||||
|
||||
@@ -1,7 +1,7 @@
|
||||
<p align="center"><b>The Maximum Number of Attempts (by a Student)</b></p>
|
||||
|
||||
<p>This value determines the maximum number of attempts a Student has
|
||||
in aswering <b>any</b> of the questions in the lesson. In the case of questions
|
||||
in answering <b>any</b> of the questions in the lesson. In the case of questions
|
||||
which do not provide the answer, for example Short Answer
|
||||
and Numerical questions, this value provides a necessary <i>escape routine</i> to
|
||||
the next page in the lesson. </p>
|
||||
@@ -16,7 +16,7 @@
|
||||
|
||||
<p>Note that this value is global parameter and that it applies to all the
|
||||
questions in the lesson regardless of their type.</p>
|
||||
|
||||
|
||||
<p>Note that this parameter does <b>not</b> apply to teachers checking
|
||||
of questions or navigating through the lesson. Checking the number of attempts
|
||||
relies on values stored in the database and question attempts by teachers are
|
||||
|
||||
@@ -1,19 +1,19 @@
|
||||
<p align="center"><b>The Minimum Number of Questions in a Lesson</b></p>
|
||||
|
||||
<p>When a lesson contains one or more Branch Tables the teacher should
|
||||
<p>When a lesson contains one or more Branch Tables the teacher should
|
||||
normally set this parameter. Its value sets a lower limit on the number of
|
||||
quesions seen when a grade is calculated. It does <b>not</b> force students
|
||||
questions seen when a grade is calculated. It does <b>not</b> force students
|
||||
to answer that many questions in the lesson</p>
|
||||
|
||||
<p>For example, setting this parameter to, say, 20, will ensure that grades are
|
||||
given as though the students have seen <b>at least</b> this number of
|
||||
given as though the students have seen <b>at least</b> this number of
|
||||
questions. Take the case of a student who only looks at a single branch in
|
||||
a lesson with, say, 5 pages and answers all the associated questions
|
||||
a lesson with, say, 5 pages and answers all the associated questions
|
||||
correctly. They then choose to end the lesson (assuming there is that option
|
||||
in the "top level"Branch Table, a reasonable enough assumption).
|
||||
in the "top level"Branch Table, a reasonable enough assumption).
|
||||
If this parameter were left unset their grade would be 5 out of 5, that is
|
||||
100%. However, with it set to 20 their grade would be reduced to 5 out of
|
||||
20, that is 25%. In the case of another student who goes through all the
|
||||
100%. However, with it set to 20 their grade would be reduced to 5 out of
|
||||
20, that is 25%. In the case of another student who goes through all the
|
||||
branches and sees, say, 25 pages and answers all but two of the questions
|
||||
correctly, then their grade would be 23 out of 25, that is 92%.</p>
|
||||
|
||||
@@ -21,7 +21,7 @@
|
||||
something like:</p>
|
||||
|
||||
<p><blockquote>In this lesson you are expected to attempt at least n questions.
|
||||
You can attempt more if you wish. However, if you attempt less than n
|
||||
You can attempt more if you wish. However, if you attempt less than n
|
||||
questions your grade will be calculated as though you attempted n.</blockquote></p>
|
||||
|
||||
<p>Where obviously "n" is replaced by the actual value this parameter
|
||||
|
||||
@@ -3,28 +3,28 @@
|
||||
<ol>
|
||||
<li>A lesson is made up of a number of <b>pages</b> and optionally <b>branch
|
||||
tables</b>.</li>
|
||||
<li>A page contains some <b>content</b> and it normally ends with a
|
||||
<li>A page contains some <b>content</b> and it normally ends with a
|
||||
<b>question</b>. Thus the term <b>Question Page</b>.</li>
|
||||
<li>Each page normally has a set of <b>answers</b>. </li>
|
||||
<li>Each answer can have a short piece of text which is displayed if the answer is
|
||||
chosen. This piece of text is called the <b>response</b>.</li>
|
||||
<li>Also associated with each answer is a <b>jump</b>. The jump can be relative -
|
||||
this page, next page - or absolute - specifying any one of the pages in the
|
||||
<li>Also associated with each answer is a <b>jump</b>. The jump can be relative -
|
||||
this page, next page - or absolute - specifying any one of the pages in the
|
||||
lesson or the end of the lesson.</li>
|
||||
<li>By default, the first answer jumps to the <b>next page</b> in the lesson.
|
||||
The subsequent answers jump to the same page. That is, the student is shown
|
||||
<li>By default, the first answer jumps to the <b>next page</b> in the lesson.
|
||||
The subsequent answers jump to the same page. That is, the student is shown
|
||||
the same page of the lesson again if they do not chose the first answer.
|
||||
<li>The next page is determined by the lesson's <b>logical order</b>. This is
|
||||
the order of the pages as seen by the teacher. This order can be altered
|
||||
<li>The next page is determined by the lesson's <b>logical order</b>. This is
|
||||
the order of the pages as seen by the teacher. This order can be altered
|
||||
by moving pages within the lesson.</li>
|
||||
<li>The lesson also has a <b>navigation order</b>. This is the order of the
|
||||
<li>The lesson also has a <b>navigation order</b>. This is the order of the
|
||||
pages as seen by the students. This is determined by the jumps specified
|
||||
for individual answers and it can be very different from the logical order.
|
||||
(Although if the jumps are <i>not</i> changed from their default values
|
||||
the two are strongly related.) The teacher has the option to check the
|
||||
the two are strongly related.) The teacher has the option to check the
|
||||
navigation order.</li>
|
||||
<li>When displayed to the students, the answers are usually shuffled. That is,
|
||||
the first answer from the teacher's point of view will not necessarily be
|
||||
<li>When displayed to the students, the answers are usually shuffled. That is,
|
||||
the first answer from the teacher's point of view will not necessarily be
|
||||
the first answer in the list shown to the students. (Further, each time the
|
||||
same set of answers is displayed they are likely to appear in a different
|
||||
order.) The exception is sets of answers for matching-type questions, here
|
||||
@@ -34,63 +34,63 @@
|
||||
with one correct answer and three, say, distractors. </li>
|
||||
<li>It is possible to set up a page without any answers. The students are shown
|
||||
a <b>Continue</b> link instead of the set of shuffled answers.</li>
|
||||
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
|
||||
jump to a page which is further <i>down</i> the logical order than the current page.
|
||||
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
|
||||
jump to a page which is further <i>down</i> the logical order than the current page.
|
||||
<b>Wrong</b> answers are ones which either jump to the same page or to a page
|
||||
further <i>up</i> the logical order than the current page. Thus, if the jumps are
|
||||
<i>not</i> changed, the first answer is a correct answer and the other answers are
|
||||
<i>not</i> changed, the first answer is a correct answer and the other answers are
|
||||
wrong answers.</li>
|
||||
<li>Questions can have more than one correct answer. For example, if two of the answers
|
||||
jump to the next page then either answer is taken as a correct answer. (Although
|
||||
the same destination page is shown to the students, the responses shown on the way
|
||||
the same destination page is shown to the students, the responses shown on the way
|
||||
to that page may well be different for the two answers.)
|
||||
<li>In the teacher's view of the lesson the correct answers have underlined Answer
|
||||
<li>In the teacher's view of the lesson the correct answers have underlined Answer
|
||||
Labels.</li>
|
||||
<li><b>Branch tables</b> are simply pages which have a set of links to other
|
||||
<li><b>Branch tables</b> are simply pages which have a set of links to other
|
||||
pages in the lesson. Typically a lesson may start with a branch table which
|
||||
acts as a <b>Table of Contents</b>.</li>
|
||||
<li>Each link in a branch table has two components, a description and the title
|
||||
of the page to jump to.</li>
|
||||
<li>A branch table effectively divides the lesson into a number of
|
||||
<b>branches</b> (or sections). Each branch can contain a number of pages
|
||||
(probably all related to the same topic). The end of a branch is usually
|
||||
marked by an <b>End of Branch</b> page. This is a special page which, by
|
||||
default, returns the student back to the preceeding branch table. (The
|
||||
"return" jump in an End of Branch page can be changed, if
|
||||
<li>A branch table effectively divides the lesson into a number of
|
||||
<b>branches</b> (or sections). Each branch can contain a number of pages
|
||||
(probably all related to the same topic). The end of a branch is usually
|
||||
marked by an <b>End of Branch</b> page. This is a special page which, by
|
||||
default, returns the student back to the preceding branch table. (The
|
||||
"return" jump in an End of Branch page can be changed, if
|
||||
required, by editing the page.) </li>
|
||||
<li>There can be more than one branch table in a lesson. For example, a lesson
|
||||
might usefully be structured so that specialist points are sub-branches
|
||||
within the main subject branches.</li>
|
||||
<li>It is important to give students a means of ending the lesson. This might
|
||||
be done by including an "End Lesson" link in the main branch
|
||||
be done by including an "End Lesson" link in the main branch
|
||||
table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
|
||||
option is for the last branch in the lesson (here "last" is used
|
||||
in the logical ordering sense) to simply continue to the end of the lesson,
|
||||
that is, it is <i>not</i> terminated by an End of Branch page.</li>
|
||||
<li>When a lesson includes one or more branch tables it is advisable to set the
|
||||
"Minimum number of Questions" parameter to some reasonable value.
|
||||
This sets a lower limit on the number of pages seen when the grade is
|
||||
This sets a lower limit on the number of pages seen when the grade is
|
||||
calculated. Without this parameter a student might visit a single branch
|
||||
in the lesson, answer all its questions correctly and leave the lesson
|
||||
in the lesson, answer all its questions correctly and leave the lesson
|
||||
with the maximum grade.</li>
|
||||
<li>Further, when a branch table is present a student has the opportunity of
|
||||
re-visiting the same branch more than once. However, the grade is
|
||||
re-visiting the same branch more than once. However, the grade is
|
||||
calculated using the number of <i>unique</i> questions answered. So
|
||||
repeatedly answering the same set of questions does <i>not</i> increase
|
||||
the grade. (In fact, the reverse is true, it lowers the grade as the count
|
||||
of the number of pages seen is used in the denominator when calculating
|
||||
grades does include repeats.) In order to give students a fair idea of
|
||||
of the number of pages seen is used in the denominator when calculating
|
||||
grades does include repeats.) In order to give students a fair idea of
|
||||
their progress in the lesson, they are shown details of how many questions
|
||||
they are answered correctly, number of pages seen, and their current grade
|
||||
on every branch table page.</li>
|
||||
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
|
||||
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
|
||||
or by jumping to the next page from the last (logical) page of the lesson. When the
|
||||
end of the lesson is reached, the student receives a congratulations message and is
|
||||
shown their grade. The grade is (the number of questions correctly answered / number of
|
||||
end of the lesson is reached, the student receives a congratulations message and is
|
||||
shown their grade. The grade is (the number of questions correctly answered / number of
|
||||
pages seen) * the grade of the lesson.</li>
|
||||
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
|
||||
when the student goes into the lesson again they are given the choice of
|
||||
starting at the begining or picking up the lesson where they answered their
|
||||
when the student goes into the lesson again they are given the choice of
|
||||
starting at the beginning or picking up the lesson where they answered their
|
||||
last correct answer.</li>
|
||||
<li> For a lesson which allow re-takes, the teacher has the choice of using the
|
||||
best grade or the average of the grades as the "final" grade from
|
||||
|
||||
@@ -3,133 +3,133 @@
|
||||
<p>The types of Questions currently supported by the Lesson module are:
|
||||
|
||||
<ol>
|
||||
<li><p><b>Multichoice</b> This is the default question type. Multichoice questions
|
||||
are popular questions where the student is asked to choose one answer from a
|
||||
set of alternatives. The correct answer takes the student further into the
|
||||
lesson, the wrong answers do not. The wrong answers are sometimes called the
|
||||
"distractors" and the utility of these questions often rely more
|
||||
<li><p><b>Multichoice</b> This is the default question type. Multichoice questions
|
||||
are popular questions where the student is asked to choose one answer from a
|
||||
set of alternatives. The correct answer takes the student further into the
|
||||
lesson, the wrong answers do not. The wrong answers are sometimes called the
|
||||
"distractors" and the utility of these questions often rely more
|
||||
on the quality of the distractors than either the questions themselves or their
|
||||
correct answers.</p>
|
||||
|
||||
<p> Each answer can optionally have a response. If no response is
|
||||
entered for an answer then the default reponse "That's the Correct
|
||||
<p> Each answer can optionally have a response. If no response is
|
||||
entered for an answer then the default response "That's the Correct
|
||||
Answer" or "That's the Wrong Answer" is shown to the student.
|
||||
</p>
|
||||
|
||||
<p>It is possible to have more than one correct answer to a multichoice question.
|
||||
The different correct answers may give the student different responses and
|
||||
jump to different (forward) pages in the lesson but
|
||||
<p>It is possible to have more than one correct answer to a multichoice question.
|
||||
The different correct answers may give the student different responses and
|
||||
jump to different (forward) pages in the lesson but
|
||||
do not vary in their grades, (that is, some answers are <b>not</b> more correct
|
||||
than others, at least in terms of grade.) It is possible for all the answers
|
||||
to be correct and they might take the student to different (forward) parts of
|
||||
the lesson depending on which one is choosen.</p>
|
||||
than others, at least in terms of grade.) It is possible for all the answers
|
||||
to be correct and they might take the student to different (forward) parts of
|
||||
the lesson depending on which one is chosen.</p>
|
||||
|
||||
<p>There is variant of Multichoice questions called <b>"Multichoice
|
||||
Multianswer"</b> questions. These require the student to select all the
|
||||
correct answers from the set of answers. The question may or may not tell
|
||||
the student how many correct answers there are. For example "Which of the
|
||||
following were US Presidents?" does not, while "Select the two US
|
||||
presidents from the following list." does. The actual number of correct
|
||||
answers can be from <b>one</b> up to the number of choices. (A Multichoice
|
||||
Multianswer question with one correct answer <b>is</b> different from a
|
||||
Multichoice question as the former allows the student the possibility of
|
||||
<p>There is variant of Multichoice questions called <b>"Multichoice
|
||||
Multianswer"</b> questions. These require the student to select all the
|
||||
correct answers from the set of answers. The question may or may not tell
|
||||
the student how many correct answers there are. For example "Which of the
|
||||
following were US Presidents?" does not, while "Select the two US
|
||||
presidents from the following list." does. The actual number of correct
|
||||
answers can be from <b>one</b> up to the number of choices. (A Multichoice
|
||||
Multianswer question with one correct answer <b>is</b> different from a
|
||||
Multichoice question as the former allows the student the possibility of
|
||||
choosing more than one answer while the latter does not.)</p>
|
||||
|
||||
<p>Again the correct answers are flagged using forward jumps, the wrong answers
|
||||
by same page or backward jumps. When there is more than one correct answer
|
||||
the jumps should all go to the same page, similarily with the wrong answers.
|
||||
<p>Again the correct answers are flagged using forward jumps, the wrong answers
|
||||
by same page or backward jumps. When there is more than one correct answer
|
||||
the jumps should all go to the same page, similarly with the wrong answers.
|
||||
If that is <b>not</b> the case a warning is given on the teacher's view of
|
||||
the lesson. The correct response, if required, should be given on the first
|
||||
correct answer and the wrong response, if required, should be on the first
|
||||
wrong answer. Responses on the other answers are ignored (without warning).
|
||||
</p></li>
|
||||
|
||||
<li><p><b>Short Answer</b> The student is prompted for a short piece of text.
|
||||
This is checked against one or more answers. Answers can be either correct
|
||||
or wrong. Each answer can optionally have a response. If no response is
|
||||
entered for an answer then the default reponse "That's the Correct
|
||||
<li><p><b>Short Answer</b> The student is prompted for a short piece of text.
|
||||
This is checked against one or more answers. Answers can be either correct
|
||||
or wrong. Each answer can optionally have a response. If no response is
|
||||
entered for an answer then the default response "That's the Correct
|
||||
Answer" or "That's the Wrong Answer" is shown to the student.
|
||||
If the text entered does not match any of the answers the question is wrong
|
||||
and the student is shown the default wrong response.
|
||||
and the student is shown the default wrong response.
|
||||
</p>
|
||||
|
||||
<p>By default the comparisons ignore the case of the text. There is an option
|
||||
<p>By default the comparisons ignore the case of the text. There is an option
|
||||
to make the comparisons case sensitive.</p>
|
||||
|
||||
<p>The asterix (*) character can be used in answers as a "wild card"
|
||||
character. It stands for any number of characters (including no charcters
|
||||
at all). For example, the answer "Long*" will match
|
||||
"longer", "longest" and "long". If one of
|
||||
the answers is just "*" (a single *) this anwser will match
|
||||
<p>The asterisk (*) character can be used in answers as a "wild card"
|
||||
character. It stands for any number of characters (including no characters
|
||||
at all). For example, the answer "Long*" will match
|
||||
"longer", "longest" and "long". If one of
|
||||
the answers is just "*" (a single *) this answer will match
|
||||
anything, it is normally used as the last "catch-all" answer. The
|
||||
matching process goes through the answers in the order they appear on the
|
||||
screen. Once a match is found the process stops and the corresponding
|
||||
result (and response, if present) is returned. So, if for example the
|
||||
answers are Longest, Long* and * (in that order), the input
|
||||
"longer" will match the second answer and, in this case, the
|
||||
matching process goes through the answers in the order they appear on the
|
||||
screen. Once a match is found the process stops and the corresponding
|
||||
result (and response, if present) is returned. So, if for example the
|
||||
answers are Longest, Long* and * (in that order), the input
|
||||
"longer" will match the second answer and, in this case, the
|
||||
third answer, although a match, is ignored.</p>
|
||||
|
||||
<p> If an asterix (*) is actually needed in an answer, it should be entered as
|
||||
\*, backslash asterix.</p></li>
|
||||
<p> If an asterisk (*) is actually needed in an answer, it should be entered as
|
||||
\*, backslash asterisk.</p></li>
|
||||
|
||||
<li><p><b>True/False</b> The answer to this type of question only has two options,
|
||||
true or false. The student is prompted to choose which is the correct
|
||||
true or false. The student is prompted to choose which is the correct
|
||||
option. This type of question is basically a Multichoice question with just
|
||||
two choices.</p></li>
|
||||
|
||||
<li><p><b>Matching</b> These are quite powerful and flexible questions. They
|
||||
consist of a list of names or statements which must be correctly matched
|
||||
against other list of names or statements. For example "Match the
|
||||
consist of a list of names or statements which must be correctly matched
|
||||
against other list of names or statements. For example "Match the
|
||||
Capital with the Country" with the two lists Japan, Canada, Italy and
|
||||
Tokyo, Ottawa, Rome. It is possible to have repeated entries in one of the
|
||||
lists but care should be taken to make the repeats identical. For example
|
||||
"Identify the type of these creatures" with the lists Sparrow,
|
||||
lists but care should be taken to make the repeats identical. For example
|
||||
"Identify the type of these creatures" with the lists Sparrow,
|
||||
Cow, Ant, Dog and Bird, Animal, Insect, Animal. </p>
|
||||
|
||||
<p>When creating this type of question the items for the first list go into the
|
||||
Answer boxes and items for the second list go into the Response boxes. Once
|
||||
created a more sensible labelling scheme is shown. When the student
|
||||
successfully matches the items the jump on the first answer is used. An
|
||||
unsuccess answer jumps to the page on the second answer. The question does
|
||||
<b>not</b> support custom responses, the student is told how many matches
|
||||
Answer boxes and items for the second list go into the Response boxes. Once
|
||||
created a more sensible labeling scheme is shown. When the student
|
||||
successfully matches the items the jump on the first answer is used. An
|
||||
unsuccessful answer jumps to the page on the second answer. The question does
|
||||
<b>not</b> support custom responses, the student is told how many matches
|
||||
are correct or if all the matches are correct.</p>
|
||||
|
||||
<p>Unlike the Multichoice question where the choices are shown in a random
|
||||
<p>Unlike the Multichoice question where the choices are shown in a random
|
||||
order, the first list of items is <b>not</b> shuffled but shown in the same
|
||||
order as entered. This allows for <b>"Ordered"</b> questions to be
|
||||
constructed. Consider the question " Put the following into the order
|
||||
they were born, the earliest first" with the lists 1., 2., 3., 4. and
|
||||
Longfellow, Lawrence, Lowell, Larkin. The second list is shuffed before
|
||||
constructed. Consider the question " Put the following into the order
|
||||
they were born, the earliest first" with the lists 1., 2., 3., 4. and
|
||||
Longfellow, Lawrence, Lowell, Larkin. The second list is shuffed before
|
||||
being used in the question, of course.</p></li>
|
||||
|
||||
<li><p><b>Numerical</b> This type of question requires a number as the answer.
|
||||
In it's simplest form it requires just one answer to be specified. For
|
||||
example "What is 2 plus 2?" with the answer 4 given a forward
|
||||
<li><p><b>Numerical</b> This type of question requires a number as the answer.
|
||||
In it's simplest form it requires just one answer to be specified. For
|
||||
example "What is 2 plus 2?" with the answer 4 given a forward
|
||||
jump. However, it is better to specify a range because the internal rounding
|
||||
of numerical values can make single numeric comparisons rather hit or miss.
|
||||
of numerical values can make single numeric comparisons rather hit or miss.
|
||||
Thus, if the question were "What is 10 divided by 3" it would be
|
||||
necessary to give the answer as <b>"Minimum:Maximum"</b>, that
|
||||
is <b>two</b> values separated by a colon (:). Thus if 3.33:3.34 is given as the
|
||||
acceptible range for the answer, then the answers 3.33, 3.333, 3.3333...
|
||||
would all be taken as correct answers. "Wrong" answers would
|
||||
necessary to give the answer as <b>"Minimum:Maximum"</b>, that
|
||||
is <b>two</b> values separated by a colon (:). Thus if 3.33:3.34 is given as the
|
||||
acceptable range for the answer, then the answers 3.33, 3.333, 3.3333...
|
||||
would all be taken as correct answers. "Wrong" answers would
|
||||
include 3.3 (less than the minimum) and 3.4 (greater than the maximum).</p>
|
||||
|
||||
<p>More than one correct answer is allowed and the answers can be either single
|
||||
or pair of values. Note that the order in which the answers are tested is
|
||||
Answer 1, Answer 2... so some care needs to taken if the desired response
|
||||
is to appear. For example the question "When was Larkin born?"
|
||||
could have the single value of 1922, the exact answer, and the pair of
|
||||
values 1920:1929, the 20's, as the less exact answer.The order in which
|
||||
these values should be tested is, obviously, 1922 then 1920:1929. The
|
||||
first answer might have the response "That's exactly right"
|
||||
while the other answer's response might be "That's close, you've got
|
||||
or pair of values. Note that the order in which the answers are tested is
|
||||
Answer 1, Answer 2... so some care needs to taken if the desired response
|
||||
is to appear. For example the question "When was Larkin born?"
|
||||
could have the single value of 1922, the exact answer, and the pair of
|
||||
values 1920:1929, the 20's, as the less exact answer.The order in which
|
||||
these values should be tested is, obviously, 1922 then 1920:1929. The
|
||||
first answer might have the response "That's exactly right"
|
||||
while the other answer's response might be "That's close, you've got
|
||||
the right decade"</p>
|
||||
|
||||
|
||||
<p>Wrong answers can be given but depending on their actual range, care should
|
||||
be taken to place them after the correct answers. For example in adding the
|
||||
be taken to place them after the correct answers. For example in adding the
|
||||
wrong answer 3:4 to the "10 divided by 3" question it needs to come
|
||||
after the correct answer. That is the answers are ordered 3.33:3.34 (the
|
||||
"correct" answer) then 3:4 (the "wrong" answer, but
|
||||
after the correct answer. That is the answers are ordered 3.33:3.34 (the
|
||||
"correct" answer) then 3:4 (the "wrong" answer, but
|
||||
not wildly wrong answer!).</p></li>
|
||||
</ul>
|
||||
|
||||
|
||||
@@ -2,18 +2,18 @@
|
||||
|
||||
<p>This setting determines whether the students can take the lesson more than once
|
||||
or only once. The teacher may decide that the lesson contains material which
|
||||
the students ought to know throughly. In which case repeated viewings of the
|
||||
the students ought to know thoroughly. In which case repeated viewing of the
|
||||
lesson should be allowed. If, however, the material is used more like an exam
|
||||
then the students should not be allowed to re-take the lesson.</p>
|
||||
|
||||
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
|
||||
in the Grades page are either their <b>average</b> grade over the re-takes
|
||||
or their <b>best</b> grade for the lesson. The next parameter determines
|
||||
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
|
||||
in the Grades page are either their <b>average</b> grade over the re-takes
|
||||
or their <b>best</b> grade for the lesson. The next parameter determines
|
||||
which of these two grading alternatives is used.</p>
|
||||
|
||||
<p>Note that the <b>Question Analysis</b> always uses the answers from the
|
||||
|
||||
<p>Note that the <b>Question Analysis</b> always uses the answers from the
|
||||
first tries of the lesson, subsequent re-takes by students are ignored.</p>
|
||||
|
||||
<p>By default this option is <b>Yes</b>, meaning that students are allowed to
|
||||
<p>By default this option is <b>Yes</b>, meaning that students are allowed to
|
||||
re-take the lesson. It is expected that only in exceptional circumstances
|
||||
will this option be set to <b>No</b>.</p>
|
||||
|
||||
@@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Survey response type</b></p>
|
||||
<p>
|
||||
You can display your users' full names with each response by setting this to "fullname".<br />
|
||||
You can hide your users' identities from the respones by setting this to "anonymous".
|
||||
You can hide your users' identities from the responses by setting this to "anonymous".
|
||||
</p>
|
||||
|
||||
|
||||
@@ -50,13 +50,13 @@ In the question text input and "Correct Answer Formula" {a} and {b} can be seen.
|
||||
abs, acos, acosh, asin, asinh, atan, atanh, ceil, cos, cosh, deg2rad, exp, expm1, floor, log, log10, log1p, rad2deg, round, sin, sinh, sprt, tan, tanh
|
||||
</b><br />and two two-argument functions<br /><b>
|
||||
atan2, pow
|
||||
</b><br />and the functions <b>min</b> and <b>max</b> that can take two or more arguments. It is also possible to use the function <b>pi</b> that takes no arguments but do not forget the use the parentheses - the correct usage is <b>pi()</b>. Similary the other function must have their argument(s) within parentheses. Possible usage is for example <b>sin({a}) + cos({b}) * 2</b>. It should not be any problem to wrap functions within eachother like <b>cos(deg2rad({a} + 90))</b> etc.
|
||||
</b><br />and the functions <b>min</b> and <b>max</b> that can take two or more arguments. It is also possible to use the function <b>pi</b> that takes no arguments but do not forget the use the parentheses - the correct usage is <b>pi()</b>. Similarly the other function must have their argument(s) within parentheses. Possible usage is for example <b>sin({a}) + cos({b}) * 2</b>. It should not be any problem to wrap functions within each other like <b>cos(deg2rad({a} + 90))</b> etc.
|
||||
<br />More details on how to use these PHP-style functions can be found in the <a target="phpmathdoc" href="http://www.php.net/manual/en/ref.math.php">documentation at the PHP web site</a>
|
||||
<br /><br />
|
||||
As for numerical questions it is possible to allow a margin within which all responses are accepted as correct. The "Tolerance" field is used for this. However, there are three different types of tolerances. These are <b>Relative, Nominal and Geometric</b>. If we say that the correct answer at quiz time is calculated to 200 and the tolerance is set to 0.5 then the different tolerance types work like this:
|
||||
<br /><br /><b>Relative:</b> A tolerance interval is calculated by multiplying the correct answer with 0.5, ie in this case we get 100 so for this tolerance the correct response must be between 100 and 300. (200 ± 100)<br />
|
||||
This is useful if the magnitude of the correct answer can differ greatly between different wildcard values.
|
||||
<br /><br /><b>Nominal:</b> This is the simpliest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)<br />
|
||||
<br /><br /><b>Nominal:</b> This is the simplest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)<br />
|
||||
This tolerance type can be useful if the differences between different correct answers are small.
|
||||
<br /><br /><b>Geometric:</b> The upper limit of the tolerance interval is calculated as 200 + 0.5*200 and is the same as for the relative case. The lower limit is calculated as 200/(1 + 0.5). The correct response must then be between 133.33 and 300.<br />
|
||||
This is useful for complex calculation that must have great tolerances where relative tolerances of 1 or more would be used for the upper limit but clearly not acceptable for the lower limit as it would make zero a correct answer for all cases.
|
||||
|
||||
@@ -5,9 +5,9 @@
|
||||
|
||||
<p>Each category consists of a name and a short description.</p>
|
||||
|
||||
<p>Each category can also be "published", which means
|
||||
that the category (and all questions in it) will be
|
||||
available to all courses on this server, so that
|
||||
<p>Each category can also be "published", which means
|
||||
that the category (and all questions in it) will be
|
||||
available to all courses on this server, so that
|
||||
other courses can use your questions in their quizzes.</p>
|
||||
|
||||
<p>Categories can also be created or deleted at will.
|
||||
@@ -15,7 +15,7 @@
|
||||
questions, then you will be asked to specify another
|
||||
category to move them to.</p>
|
||||
|
||||
<p>You can also arrange the categories in a heirarchy so
|
||||
<p>You can also arrange the categories in a hierarchy so
|
||||
that they are easier to manage. The 'Move category to'
|
||||
field lets you move a category to another category.</p>
|
||||
|
||||
|
||||
@@ -1,23 +1,23 @@
|
||||
<p align="center"><b>Importing "Course Test Manager" files</b></p>
|
||||
|
||||
<p>Course Test Manager is an "End of Lifetime" software package from Course Technology.
|
||||
It is no longer being actively developed by Course Technology. It has been replaced by
|
||||
<p>Course Test Manager is an "End of Lifetime" software package from Course Technology.
|
||||
It is no longer being actively developed by Course Technology. It has been replaced by
|
||||
a new test manager called ExamView. However, there has never been a migration path to allow
|
||||
this format to be exported from CTM testbanks to any other common test format. This is why this
|
||||
this format to be exported from CTM test banks to any other common test format. This is why this
|
||||
module has been written.</p>
|
||||
|
||||
<p> In order to import questions from CTM, you must have CTM installed on a Windows machine, and
|
||||
<p> In order to import questions from CTM, you must have CTM installed on a Windows machine, and
|
||||
have access to the MS Access data files on that machine. Two data files are required in order to
|
||||
access the data files:</p>
|
||||
<ul><li>System.mda - This file is in the top directory of your CTM installation, and is referred to
|
||||
in MS access parlance as the "System Database".</li>
|
||||
<li>ctm.mdb - this is the database that contains the test bank questions. There is one of these databases
|
||||
for each course installed in CTM. It is located in a directory one level bellow your CTM installation
|
||||
for each course installed in CTM. It is located in a directory one level bellow your CTM installation
|
||||
directory.</li>
|
||||
</ul>
|
||||
|
||||
</p>The import process is somewhat different based on whether you're running moodle on Windows or Linux.
|
||||
Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP)
|
||||
</p>The import process is somewhat different based on whether you're running moodle on Windows or Linux.
|
||||
Regardless of what platform moodle is running on, you must have a Windows system (Windows 2000 or Windows XP)
|
||||
on the same network as your moodle system in order to host the Access database while importing test banks.</p>
|
||||
|
||||
<p>The process is somewhat easier on a <b>Windows-based</b> moodle system. All you need to do to use the CTM import
|
||||
@@ -25,59 +25,59 @@ class is:</p>
|
||||
|
||||
<ol><li>upload the system.mda system database to moodle using the file manager. It doesn't matter what course you
|
||||
upload the system.mda file to. Moodle will find it regardless.</li>
|
||||
<li>Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb
|
||||
database as the file to import. If you did this correctly, you will see another screen that allows you
|
||||
to choose the sub-category of questions to import from the database. The reason this step is here is that
|
||||
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
|
||||
<li>Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb
|
||||
database as the file to import. If you did this correctly, you will see another screen that allows you
|
||||
to choose the sub-category of questions to import from the database. The reason this step is here is that
|
||||
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
|
||||
sections of the course.</li>
|
||||
</ol>
|
||||
|
||||
<p>The process on a <b>Linux-based</b> moodle system includes a third-party software component called the
|
||||
<a href="http://odbcsock.sourceforge.net/" target="_new"><b>ODBC Socket Server</b></a>. In order to import CTM databases on Linux, you must first download and install
|
||||
this small network program on the Windows system that hosts your CTM databases. <b>Do not</b> follow the installation
|
||||
steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be!
|
||||
steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be!
|
||||
Instead, follow these steps to install this program on your Windows system:</p>
|
||||
|
||||
<ol><li>Go to the windows system and unzip the install file you downloaded from
|
||||
<ol><li>Go to the windows system and unzip the install file you downloaded from
|
||||
<a href="http://odbcsock.sourceforge.net/" target="_new">this site</a> on the system.</li>
|
||||
<li>Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory
|
||||
(probably C:\WINNT\ or C:\Windows) or your Program Files directory. </li>
|
||||
<li>Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory
|
||||
(probably C:\WINNT\ or C:\Windows) or your Program Files directory. </li>
|
||||
|
||||
<li>Install the ODBC Socket Server as a Service on the system with this command:<br />
|
||||
<b><path you copied the file to in the step above>ODBCSocketServer.exe /Service</b><br />
|
||||
You may do this by typing this command from Start->Run... dialog, or from a command prompt.</li>
|
||||
|
||||
<li>Open the Service Manager by either going to
|
||||
<li>Open the Service Manager by either going to
|
||||
Start->Settings->Control Panels->Administrative Tools->Services or by right-clicking on
|
||||
<b>My Computer</b>, choosing <b>Manage</b>, then choosing <b>Services and Applications->Services</b> from
|
||||
the right panel. You may also access the Service manager by typing <b>services.msc</b> in the Start->Run...
|
||||
<b>My Computer</b>, choosing <b>Manage</b>, then choosing <b>Services and Applications->Services</b> from
|
||||
the right panel. You may also access the Service manager by typing <b>services.msc</b> in the Start->Run...
|
||||
dialog</li>
|
||||
|
||||
<li>In the Service manager, right-click the ODBC Socket Server item and choose the <b>Start</b> item. It's status
|
||||
<li>In the Service manager, right-click the ODBC Socket Server item and choose the <b>Start</b> item. It's status
|
||||
should change to "started" when you do this. Note that you may stop and/or disable this service completely after
|
||||
you've completed the import process.</li>
|
||||
|
||||
<li>Make sure that the system.mda and ctm.mdb access data files are on the machine,
|
||||
<li>Make sure that the system.mda and ctm.mdb access data files are on the machine,
|
||||
and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can
|
||||
determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers"
|
||||
tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database
|
||||
or databases you're interested in importing data from. Make note of the full local paths to these files as well
|
||||
tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database
|
||||
or databases you're interested in importing data from. Make note of the full local paths to these files as well
|
||||
as the IP address or hostname of the Windows server. You're going to need this information for the import process.</li>
|
||||
|
||||
<li>Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the
|
||||
<li>Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the
|
||||
"import questions from file" process. <b>NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - </b>
|
||||
YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE <b>WILL NOT</b>
|
||||
BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER
|
||||
INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server
|
||||
machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the
|
||||
machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the
|
||||
previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow
|
||||
you to choose the sub-category of questions to import from the database. The reason this step is here is that
|
||||
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
|
||||
you to choose the sub-category of questions to import from the database. The reason this step is here is that
|
||||
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
|
||||
sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY
|
||||
AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!</li>
|
||||
</ol>
|
||||
|
||||
<p>If you received error messages during this process, you may find this technical information useful.
|
||||
The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of
|
||||
the query results. The import class parses that XML and use it just like I use a local query to do the importing.
|
||||
<p>If you received error messages during this process, you may find this technical information useful.
|
||||
The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of
|
||||
the query results. The import class parses that XML and use it just like I use a local query to do the importing.
|
||||
</p>
|
||||
@@ -3,7 +3,7 @@
|
||||
<p>The WebCT import filter is in development and does not support
|
||||
all of the WebCT question types.</p>
|
||||
|
||||
<p>At the time of writing this, only Multiple Choice and Short answer
|
||||
<p>At the time of writing this, only Multiple Choice and Short answer
|
||||
questions are supported.</p>
|
||||
|
||||
<p>Here are some examples of these questions in a text file:</p>
|
||||
@@ -14,7 +14,7 @@
|
||||
:TITLE:Short Answer Question
|
||||
:QUESTION:H
|
||||
What is the name of the WebCT Learning Hub?
|
||||
<br />
|
||||
<br />
|
||||
:IMAGE:dotcomLogoc.gif
|
||||
:ANSWERS:1
|
||||
:CASE:0
|
||||
@@ -30,7 +30,7 @@ Be sure to visit the Learning Hub\: www.WebCT.com
|
||||
:TYPE:MC:1:0:C
|
||||
:TITLE:Multiple Choice Question
|
||||
:FEEDBACK
|
||||
Darwin invented the theory of evolution and created darwinism.
|
||||
Darwin invented the theory of evolution and created Darwinism.
|
||||
:QUESTION:H
|
||||
Where is the Darwin Research Center?
|
||||
:IMAGE:
|
||||
|
||||
@@ -7,7 +7,7 @@
|
||||
<li><a href="help.php?module=quiz&file=correctanswers.html">Correct answers</a></li>
|
||||
<li><a href="help.php?module=quiz&file=createmultiple.html">Creating multiple quizzes</a></li>
|
||||
<li><a href="help.php?module=quiz&file=description.html">Descriptions</a></li>
|
||||
<li><a href="help.php?module=quiz&file=repeatattempts.html">Each attempt buids on the last</a></li>
|
||||
<li><a href="help.php?module=quiz&file=repeatattempts.html">Each attempt builds on the last</a></li>
|
||||
<li><a href="help.php?module=quiz&file=multianswer.html">Embedded Answers (Cloze)</a></li>
|
||||
<li><a href="help.php?module=quiz&file=grademethod.html">Grading method</a></li>
|
||||
<li><a href="help.php?module=quiz&file=import.html">Importing questions</a></li>
|
||||
|
||||
@@ -1,21 +1,21 @@
|
||||
<p align="center"><b>Embedded answers (Cloze)</b></p>
|
||||
|
||||
<p>This very flexible question type is similar to a
|
||||
<p>This very flexible question type is similar to a
|
||||
popular format known as the Cloze format. </p>
|
||||
|
||||
<p>Questions consist of a passage of text (in Moodle format) that
|
||||
has various answers embedded within it, including multiple choice,
|
||||
|
||||
<p>Questions consist of a passage of text (in Moodle format) that
|
||||
has various answers embedded within it, including multiple choice,
|
||||
short answers and numerical answers.</p>
|
||||
|
||||
<p>There is currently no graphical interface to create these questions -
|
||||
you need to specify the question format using the text box or by
|
||||
<p>There is currently no graphical interface to create these questions -
|
||||
you need to specify the question format using the text box or by
|
||||
importing them from external files.</p>
|
||||
|
||||
|
||||
<p>Here is an example of the input text used to specify such a question:</p>
|
||||
|
||||
<form>
|
||||
<center>
|
||||
<textarea rows="15" cols="60" wrap="virtual">This question consists of some text with an answer embedded right here {1:MULTICHOICE:Wrong answer#Feedback for this wrong answer~Another wrong answer#Feedback for the other wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and right after that you will have to deal with this short answer {1:SHORTANSWER:Wrong answer#Feedback for this wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and finally we have a floating point number {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8~%50%N/A#Feedback for halfcredit answer in the nearby region of the correct answer}.
|
||||
<textarea rows="15" cols="60" wrap="virtual">This question consists of some text with an answer embedded right here {1:MULTICHOICE:Wrong answer#Feedback for this wrong answer~Another wrong answer#Feedback for the other wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and right after that you will have to deal with this short answer {1:SHORTANSWER:Wrong answer#Feedback for this wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and finally we have a floating point number {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8~%50%N/A#Feedback for half credit answer in the nearby region of the correct answer}.
|
||||
|
||||
Note that addresses like www.moodle.org and smileys :-) all work as normal:
|
||||
a) How good is this? {:MULTICHOICE:=Yes#Correct~No#We have a different opinion}
|
||||
|
||||
@@ -1,14 +1,14 @@
|
||||
<p align="center"><b>Random Short-Answer Matching questions</b></p>
|
||||
|
||||
<p>After an optional introduction, the respondent is presented with
|
||||
several sub-questions and several jumbled answers. There is one
|
||||
<p>After an optional introduction, the respondent is presented with
|
||||
several sub-questions and several jumbled answers. There is one
|
||||
correct answer for each question.</p>
|
||||
|
||||
|
||||
<p>The respondent must select an answer to match each sub-question.</p>
|
||||
|
||||
<p>Each sub-question is equally weighted to contibute towards the
|
||||
<p>Each sub-question is equally weighted to contribute towards the
|
||||
grade for the total question.</p>
|
||||
|
||||
<p>The questions and answers are randomly drawn from the pool of
|
||||
<p>The questions and answers are randomly drawn from the pool of
|
||||
"Short Answer" questions in the current category. Each attempt
|
||||
on a quiz will have different questions and answers.</p>
|
||||
|
||||
@@ -2,22 +2,22 @@
|
||||
|
||||
<p>This field is optional.</p>
|
||||
|
||||
<p>You can restrict access for a quiz to particular subnets
|
||||
on the LAN or Internet by specifying a comma-separated list of
|
||||
<p>You can restrict access for a quiz to particular subnets
|
||||
on the LAN or Internet by specifying a comma-separated list of
|
||||
partial or full IP address numbers.</p>
|
||||
|
||||
<p>This is especially useful for a proctored quiz, where you want
|
||||
to be sure that only people in a certain room are able to
|
||||
<p>This is especially useful for a proctodea quiz, where you want
|
||||
to be sure that only people in a certain room are able to
|
||||
access the quiz.</p>
|
||||
|
||||
<p>For example: <b>192.168. , 231.54.211.0/20, 231.3.56.211</b></p>
|
||||
|
||||
<p>There are three types of numbers you can use (you can not use
|
||||
<p>There are three types of numbers you can use (you can not use
|
||||
text based domain names like example.com):
|
||||
<ol>
|
||||
<li>Full IP addresses, such as <b>192.168.10.1</b> which will match
|
||||
<li>Full IP addresses, such as <b>192.168.10.1</b> which will match
|
||||
a single computer (or proxy).</li>
|
||||
<li>Partial addresses, such as <b>192.168</b> which will match anything
|
||||
<li>Partial addresses, such as <b>192.168</b> which will match anything
|
||||
starting with those numbers.</li>
|
||||
<li>CIDR notation, such as <b>231.54.211.0/20</b> which allows you to specify
|
||||
more detailed subnets.</li>
|
||||
|
||||
@@ -1,15 +1,15 @@
|
||||
<p align="center"><b>Short Answer questions</b></p>
|
||||
|
||||
<p>In response to a question (that may include a image) the respondent
|
||||
<p>In response to a question (that may include a image) the respondent
|
||||
types a word or short phrase.</p>
|
||||
|
||||
<p>There may be several possible correct answers, each with a different
|
||||
grade. If the "Case sensitive" option is selected, then you can
|
||||
<p>There may be several possible correct answers, each with a different
|
||||
grade. If the "Case sensitive" option is selected, then you can
|
||||
have different scores for "Word" or "word".</p>
|
||||
|
||||
<p>You can use the asterix character (*) as a <b>wildcard</b> to match
|
||||
<p>You can use the asterisk character (*) as a <b>wildcard</b> to match
|
||||
any series of characters. For example, use ran*ing to match any word
|
||||
or phrase starting with "ran" and ending with "ing". If you really
|
||||
or phrase starting with "ran" and ending with "ing". If you really
|
||||
do want to match an asterisk then use a backslash like this: \*</p>
|
||||
|
||||
<p>Without wildcards the answers are compared exactly, so be careful with your spelling!</p>
|
||||
|
||||
@@ -1,13 +1,13 @@
|
||||
<p align="center"><strong>Time limit</strong></p>
|
||||
|
||||
<p>By default, quizzes do not have a time limit, which allows
|
||||
<p>By default, quizzes do not have a time limit, which allows
|
||||
students as much time as they need to complete the quiz.</p>
|
||||
|
||||
<p>If you do specify a time limit, the several things are done to try and
|
||||
ensure that quizzes are completed within that time:</p>
|
||||
|
||||
<ul>
|
||||
<li>Javascript support in the brower becomes mandatory - this allows
|
||||
<li>Javascript support in the browser becomes mandatory - this allows
|
||||
the timer to work correctly.</li>
|
||||
<li>A floating timer window is shown with a countdown</li>
|
||||
<li>When the timer has run out, the quiz is submitted automatically
|
||||
|
||||
@@ -1,9 +1,9 @@
|
||||
<p align="center"><b>Window settings</b></p>
|
||||
|
||||
<p>These settings can be hidden/shown by clicking the button labelled Hide settings or Show settings.</p>
|
||||
<p>These settings can be hidden/shown by clicking the button labeled Hide settings or Show settings.</p>
|
||||
|
||||
<p>Usually, resources are displayed in a normal framed window with the Moodle navigation
|
||||
controls in the top frame. If you choose, you can remove this frame and have the
|
||||
<p>Usually, resources are displayed in a normal framed window with the Moodle navigation
|
||||
controls in the top frame. If you choose, you can remove this frame and have the
|
||||
resource fill the window like a normal web page.</p>
|
||||
|
||||
<p>However, if you wish to have your resource appear in a new popup window follow these steps:</p>
|
||||
@@ -15,25 +15,25 @@
|
||||
<blockquote>
|
||||
<b>Allow the window to be resized?</b>
|
||||
<p>
|
||||
Keeping this item selected will allow users to change the size of the window that you have defined,
|
||||
and should almost always be left selected. However, sometimes the resource is a fixed size and
|
||||
Keeping this item selected will allow users to change the size of the window that you have defined,
|
||||
and should almost always be left selected. However, sometimes the resource is a fixed size and
|
||||
it may make sense to lock the window size.</p>
|
||||
|
||||
<b>Allow the window to be scrolled?</b>
|
||||
<p>
|
||||
This item will allow users to scroll through the window to see all your resource.
|
||||
If this item is unchecked, users will only see what what fits in the defined window size and will not
|
||||
This item will allow users to scroll through the window to see all your resource.
|
||||
If this item is unchecked, users will only see what fits in the defined window size and will not
|
||||
be allowed to scroll the window to see the rest of the resource.</p>
|
||||
|
||||
<b>Show the directory links?</b>
|
||||
<p>This will allow users to see the their directory links in this window. This varies per browser: it might be
|
||||
<p>This will allow users to see the their directory links in this window. This varies per browser: it might be
|
||||
known as the Links Bar (in IE), the Favourites Bar or the Bookmarks bar (in Mozilla/Firefox).</p>
|
||||
|
||||
<b>Show the location bar?</b>
|
||||
<p>Do you want your users to see the URL (Web address) of the resource? If so, leave this option checked. Otherwise, the resource location will be hidden.</p>
|
||||
|
||||
<b>Show the menu bar?</b>
|
||||
<p>To let your users have access to the menu bar in this window, leave this item checked. Generally this is
|
||||
<p>To let your users have access to the menu bar in this window, leave this item checked. Generally this is
|
||||
useful but for some graphical presentations it looks better without a menu bar.</p>
|
||||
|
||||
<b>Show the toolbar?</b>
|
||||
@@ -47,10 +47,10 @@
|
||||
<li>Determine the size window you wish to open. <br />
|
||||
|
||||
<blockquote>
|
||||
<p>Many people still use an average screen resolution of 800x600. In most cases it's best if you
|
||||
<p>Many people still use an average screen resolution of 800x600. In most cases it's best if you
|
||||
initially size your window a little smaller than that, like 600 high and 480 wide.</p>
|
||||
|
||||
<p>If you leave these fields blank then the new popup window will be exactly the same size as the window they
|
||||
<p>If you leave these fields blank then the new popup window will be exactly the same size as the window they
|
||||
clicked on to get the popup.</p>
|
||||
|
||||
</blockquote>
|
||||
|
||||
+12
-206
@@ -1,310 +1,116 @@
|
||||
<p align="center"><b>Writing pages using Wiki-like formatting</b></p>
|
||||
|
||||
|
||||
|
||||
<p>
|
||||
|
||||
Wiki formatted pages provide a facility for marking up plain text with intuitive, human readable
|
||||
|
||||
formatting that will be converted to XHTML when displayed. The big advantages are that you
|
||||
|
||||
formatting that will be converted to XHTML when displayed. The big advantages are that you
|
||||
do not need to learn HTML to produce quite complex results, and that the text you write
|
||||
|
||||
<em>looks</em> good to the eye even <em>before</em> conversion. It is a real alternative to
|
||||
|
||||
<em>looks</em> good to the eye even <em>before</em> conversion. It is a real alternative to
|
||||
saving Word files as HTML retaining the ability to edit the resource online.
|
||||
|
||||
</p>
|
||||
|
||||
|
||||
|
||||
<p>You should enter basically plain text. There are a number of <em>special</em> characters you
|
||||
|
||||
can add to insert formatting</p>
|
||||
|
||||
|
||||
|
||||
<h3>Block level formatting</h3>
|
||||
|
||||
|
||||
|
||||
<p>
|
||||
|
||||
Paragraph blocks are separated by at least one blank line. To add special formatting to a paragraph
|
||||
|
||||
add one of the following special characters in the first character of the first line of the block followed
|
||||
|
||||
by a space...
|
||||
|
||||
</p>
|
||||
|
||||
|
||||
|
||||
<table>
|
||||
|
||||
<tr><th>Character</th><th>Block Type</th></tr>
|
||||
|
||||
<tr><td>No character</td><td>Ordinary paragraph</td></tr>
|
||||
|
||||
<tr><td>></td><td>Quotation</td></tr>
|
||||
|
||||
<tr><td>Space</td><td>Preformatted Text (Monospaced)</td></tr>
|
||||
|
||||
<tr><td>%</td><td>Preformatted <em>and</em> Wikki formatting is ignored</td></tr>
|
||||
|
||||
<tr><td>%</td><td>Preformatted <em>and</em> Wiki formatting is ignored</td></tr>
|
||||
<tr><td>!#</td><td>Heading - where # is 1-6, the heading level (1 is biggest)</td></tr>
|
||||
|
||||
<tr><td>Q.</td><td>Question - styling info added to paragraph to improve question/answer presentation (in theme)</td></tr>
|
||||
|
||||
<tr><td>A.</td><td>Answer - as above but answer</td></tr>
|
||||
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
<h3>List Formatting</h3>
|
||||
|
||||
|
||||
|
||||
<p>Simple lists can be constructed easily by placing a special character at the start of each line in the list followed by a space.
|
||||
|
||||
The list is terminated by a blank line. Lists may be freely nested - and nested lists may change list type. Definition list
|
||||
|
||||
definitions and text types may be freely intermixed to obtain the desired effect. The special characters
|
||||
|
||||
are as follows...</p>
|
||||
|
||||
|
||||
|
||||
<table>
|
||||
|
||||
<tr><th>Character</th><th>List item type</th></tr>
|
||||
|
||||
<tr><td>*</td><td>Unordered List (bullet points)</td></tr>
|
||||
|
||||
<tr><td>#</td><td>Ordered List (1,2,3 etc)</td></tr>
|
||||
|
||||
<tr><td>:</td><td>Definition list, definition</td></tr>
|
||||
|
||||
<tr><td>;</td><td>Definition list, text</td></tr>
|
||||
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
</table>
|
||||
<p>Nested lists example:</p>
|
||||
|
||||
<p><pre>
|
||||
|
||||
* First Bullet
|
||||
|
||||
* Second Bullet
|
||||
|
||||
## nested line 1
|
||||
|
||||
## nested line 2
|
||||
|
||||
* Third Bullet
|
||||
|
||||
</pre></p>
|
||||
|
||||
<p>Produces:
|
||||
|
||||
<ul><li>First Bullet</li>
|
||||
|
||||
<li>Second Bullet</li>
|
||||
|
||||
<ol><li>nested line 1</li>
|
||||
|
||||
<li>nested line 2</li></ol>
|
||||
|
||||
<li>Third Bullet
|
||||
|
||||
</ul></p>
|
||||
|
||||
|
||||
|
||||
<h3>Inline formatting</h3>
|
||||
|
||||
|
||||
|
||||
<p>Inline formmating allows part of a line to be marked as having a particular style. The special
|
||||
|
||||
<p>Inline formatting allows part of a line to be marked as having a particular style. The special
|
||||
characters used can appear anywhere on a line, but note that the formatting cannot
|
||||
|
||||
cross lines. Codes are as follows...</p>
|
||||
|
||||
|
||||
|
||||
<table>
|
||||
|
||||
<tr><th>Example</th><th>Example</th><th>Formatting</th></tr>
|
||||
|
||||
<tr><td>*hello world*</td><td><strong>hello world</strong></td><td>Strong or Bold</td></tr>
|
||||
|
||||
<tr><td>/hello world/</td><td><em>hello world</em></td><td>Emphasis or Italics</td></tr>
|
||||
|
||||
<tr><td>+hello world+</td><td><ins>hello world</ins></td><td>Inserted text</td></tr>
|
||||
|
||||
<tr><td>-hello world-</td><td><del>hello world</del></td><td>Deleted or Strikethrough</td></tr>
|
||||
|
||||
<tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>Subscript</td></tr>
|
||||
|
||||
<tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>Superscript</td></tr>
|
||||
|
||||
<tr><td>"hello world"</td><td>“hello world”</td><td>Quoted</td></tr>
|
||||
|
||||
<tr><td>%hello world%</td><td><code>hello world</code></td><td>Code or Monospaced</td></tr>
|
||||
|
||||
<tr><td>@hello world@</td><td><cite>hello world</cite></td><td>Cite</td></tr>
|
||||
|
||||
</table>
|
||||
|
||||
|
||||
|
||||
</table>
|
||||
<h3>Acronyms</h3>
|
||||
|
||||
|
||||
|
||||
<p>Acronym tagging is acheived by placing the acronym in capital letters followed by the description
|
||||
|
||||
<p>Acronym tagging is achieved by placing the acronym in capital letters followed by the description
|
||||
is parenthesis. There must be no space between the acronym and the parenthesis. Example...</p>
|
||||
|
||||
|
||||
|
||||
<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>
|
||||
|
||||
|
||||
|
||||
<h3>Hyper Links</h3>
|
||||
|
||||
|
||||
|
||||
<p>Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: </em>http://www.google.com/(Search Now)</em> will be converted to
|
||||
|
||||
<p>Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: </em>http://www.google.com/(Search Now)</em> will be converted to
|
||||
<a href="http://www.google.com/">Search Now</a>.</p>
|
||||
|
||||
|
||||
|
||||
<p>Mail links can be acheived the same way, e.g.,</p>
|
||||
|
||||
<p>Mail links can be achieved the same way, e.g.,</p>
|
||||
<p>[email protected](Test User) will be converted to
|
||||
|
||||
<a href="mailto:[email protected]">Test User</a></p>
|
||||
|
||||
|
||||
|
||||
<h3>Moodle Module Links</h3>
|
||||
|
||||
|
||||
|
||||
<p>If you know the Moodle id number (look for ?id=nn at the end of a module address) and
|
||||
|
||||
<p>If you know the Moodle id number (look for ?id=nn at the end of a module address) and
|
||||
the module name, you can link directly to that resource using the syntax:</p>
|
||||
|
||||
|
||||
|
||||
<p>ModuleName:nn(Description Text)</p>
|
||||
|
||||
<p>eg, <em>resource:36(My New Page)</em> <em>forum:10(Jump to forum)</em></p>
|
||||
|
||||
|
||||
|
||||
<h3>Moodle Picture Links</h3>
|
||||
|
||||
|
||||
|
||||
<p>Inline graphics can be placed on wiki pages. You need to upload the graphic and note its path within the file upload area. The syntax is:</p>
|
||||
|
||||
|
||||
|
||||
<p>/<em>..path to file..</em>(alt text)</p>
|
||||
|
||||
|
||||
|
||||
<p>for example, /mypics/graphic.jpg(Staff picture)</p>
|
||||
|
||||
|
||||
|
||||
<h3>Moodle File Links</h3>
|
||||
|
||||
|
||||
|
||||
<p>Very like Picture Links (above), this feature enables links to previously uploaded
|
||||
|
||||
files to be placed in a wiki page. The syntax is:</p>
|
||||
|
||||
|
||||
|
||||
<p><b>file:</b><em>..path to file</em>(link text)</p>
|
||||
|
||||
|
||||
|
||||
<p>for example, file:/pdfs/moodle.pdf(Information About Moodle)</p>
|
||||
|
||||
|
||||
|
||||
<h3>Automatic reformating</h3>
|
||||
|
||||
|
||||
|
||||
<h3>Automatic reformatting</h3>
|
||||
<p>Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as
|
||||
|
||||
follows...</p>
|
||||
|
||||
|
||||
|
||||
<ul>
|
||||
|
||||
<li>HTTP links are converted into active links</li>
|
||||
|
||||
<li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 are all converted to the correct character</li>
|
||||
|
||||
<li> digits x digits converts to correct multiply symbol</li>
|
||||
|
||||
<li>A line starting with at least four dashes is converted into a horizontal line</li>
|
||||
|
||||
</ul>
|
||||
|
||||
|
||||
|
||||
</ul>
|
||||
<h3>Spelling Checker (Experimental)</h3>
|
||||
|
||||
|
||||
|
||||
<p>The wiki formatter can be switched into a spell checking mode. Place the following on
|
||||
|
||||
a line by itself in the text. Everything after this will be checked...</p>
|
||||
|
||||
|
||||
|
||||
<pre>
|
||||
|
||||
!SPELL:language_code:language_variant
|
||||
|
||||
|
||||
|
||||
Examples:
|
||||
|
||||
!SPELL:en:british
|
||||
|
||||
!SPELL:sp
|
||||
|
||||
</pre>
|
||||
|
||||
|
||||
|
||||
<p>"language_code" should be replaced by the appropriate code (e.g., EN, FR etc), "language_variant" (along with the colon) is optional and can be one of "american", "british", or "canadian" if the language code is EN.</p>
|
||||
|
||||
|
||||
|
||||
<p>When displayed any unknown words are highlighted and you can see suggestions by holding the mouse over
|
||||
|
||||
the word</p>
|
||||
|
||||
|
||||
|
||||
<p><em>NOTE: spelling uses the <strong>pspell</strong> libraries. These and the required dictionaries must be present on your server for the spell checker to work. In particular the Windows platform is not supported.
|
||||
|
||||
</em></p>
|
||||
|
||||
|
||||
@@ -6,7 +6,7 @@ Moodle's wiki is based on
|
||||
|
||||
<a href="http://erfurtwiki.sourceforge.net/?id=ErfurtWiki" target="_blank">ErfurtWiki</a>,
|
||||
|
||||
which is an implementation of the
|
||||
which is an implementation of the
|
||||
|
||||
<a href="http://c2.com/cgi/wiki?WikiWikiWeb" target="_blank">WikiWikiWeb</a>
|
||||
|
||||
@@ -20,7 +20,7 @@ hypertext system. It allows simple collaborative editing and creation of web pag
|
||||
|
||||
<li>just click on <img alt src="pix/t/edit.gif"> or select "Edit this page" from the drop down menu to change the contents of a page</li>
|
||||
|
||||
<li>you can format your pages wth <a href="#wikimarkup">Wiki Markup</a>, or with HTML (if the wiki has been given that option)</li>
|
||||
<li>you can format your pages with <a href="#wikimarkup">Wiki Markup</a>, or with HTML (if the wiki has been given that option)</li>
|
||||
|
||||
<li>SearchPages or go to the list of NewestPages</li>
|
||||
|
||||
@@ -142,7 +142,7 @@ Each page inside a Wiki can be edited easily, using wiki markup.
|
||||
|
||||
<li> or, enclose some <b>words in square brackets</b> to create a HyperLink</li>
|
||||
|
||||
<li> any valid internet address (starting with <a href="http://">http://</a>) like http://www.example.com/ inside the text will be made clickable automagically</li>
|
||||
<li> any valid internet address (starting with <a href="http://">http://</a>) like http://www.example.com/ inside the text will be made clickable automatically</li>
|
||||
|
||||
<li> enclose a www address or a WikiLink inside square brackets [<a href="http://www.moodle.org/">Moodle</a>] and assign it a neat title using quotation marks or the | character
|
||||
|
||||
@@ -250,7 +250,7 @@ This linking scheme is often also called BumpyText.</p>
|
||||
|
||||
<p>
|
||||
|
||||
While language purists hate Wikis for that naming scheme, it is very common in the
|
||||
While language purists hate Wikis for that naming scheme, it is very common in the
|
||||
|
||||
computing world and well known to most programmers.</p>
|
||||
|
||||
|
||||
@@ -8,6 +8,6 @@
|
||||
<tr><td valign="top" width="25%">OFF</td><td>The page is disabled.</td></tr>
|
||||
<tr><td valign="top" width="25%">HTM</td><td>Allow HTML for this page (the general Wiki setting precedes this flag).</td></tr>
|
||||
<tr><td valign="top" width="25%">RO</td><td>Read Only.</td></tr>
|
||||
<tr><td valign="top" width="25%">WR</td><td>Writeable.</td></tr>
|
||||
<tr><td valign="top" width="25%">WR</td><td>Writable.</td></tr>
|
||||
</table>
|
||||
|
||||
|
||||
@@ -7,7 +7,7 @@ Wiki is a platform for working together on constructing web pages. The principle
|
||||
|
||||
<ul>
|
||||
<li>A text is written and saved.</li>
|
||||
<li>Later, another person may read that text and think of some additions or
|
||||
<li>Later, another person may read that text and think of some additions or
|
||||
corrections that could be made. They choose "Edit" and make their changes to the page. </li>
|
||||
<li>After saving their new version, it is available globally.</li><br /> <br />
|
||||
</ul>
|
||||
@@ -75,7 +75,7 @@ Wiki formatting rules</b></p>
|
||||
<li> just enter a WikiWord inside your text to create a new hyper link</li>
|
||||
<li> enclose some words in [square brackets] to create a HyperLink inside the WikiWikiWeb which is not made up of a valid WikiWord</li>
|
||||
|
||||
<li> any valid internet address (starting with http:/) like http://www.example.com/ inside the text will be made clickable automagically</li>
|
||||
<li> any valid internet address (starting with http:/) like http://www.example.com/ inside the text will be made clickable automatically</li>
|
||||
<li> enclose a www address or a WikiLink inside square brackets and assign it a neat title using quotation marks or the | character
|
||||
<ul>
|
||||
<li> [title | http://example.com]</li>
|
||||
|
||||
@@ -3,18 +3,18 @@
|
||||
<p>Comments can be added to an assessment to:
|
||||
|
||||
<ol>
|
||||
<li>Add additional explaination or clarification to the assessment (by
|
||||
the student who assessed the piece of work);</li>
|
||||
<li>Query the statements made in the assessment (by the student whose
|
||||
piece of work is being assessed;</li>
|
||||
<li>Add additional explanation or clarification to the assessment (by
|
||||
the student who assessed the piece of work);</li>
|
||||
<li>Query the statements made in the assessment (by the student whose
|
||||
piece of work is being assessed;</li>
|
||||
<li>Try to resolve difficulties which may have arisen during the discussion
|
||||
on the assessment (by the teacher);</li>
|
||||
on the assessment (by the teacher);</li>
|
||||
</ol>
|
||||
<p>The aim of the comments is to try either reach agreement on the
|
||||
current assessment or persuade the assessor to revise their assessment.
|
||||
This discussion should be undertaken in a reasonable way. </p>
|
||||
|
||||
<p>If the work is reassessed then the old comments are discarded and
|
||||
are no longer shown with the new assessment.
|
||||
|
||||
<p>The aim of the comments is to try either reach agreement on the
|
||||
current assessment or persuade the assessor to revise their assessment.
|
||||
This discussion should be undertaken in a reasonable way. </p>
|
||||
|
||||
<p>If the work is reassessed then the old comments are discarded and
|
||||
are no longer shown with the new assessment.
|
||||
|
||||
</p>
|
||||
|
||||
@@ -1,6 +1,6 @@
|
||||
<p align="center"><b>Analysis of Assessments</b></p>
|
||||
|
||||
<p>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.
|
||||
<p>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assessments are then used in the calculation of the final grade.
|
||||
</p>
|
||||
|
||||
<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
|
||||
@@ -12,13 +12,13 @@
|
||||
<ol>
|
||||
<li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
|
||||
|
||||
<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
|
||||
<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
|
||||
<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performance and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
|
||||
<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
|
||||
<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
|
||||
<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. </li>
|
||||
</ul></li>
|
||||
</ol>
|
||||
<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
|
||||
<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
|
||||
</p>
|
||||
<p>There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are <b>not</b> dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments.
|
||||
</p>
|
||||
|
||||
@@ -3,18 +3,18 @@
|
||||
<p>A peer graded assignment can have one of two types:
|
||||
|
||||
<ol>
|
||||
<li>Only feedback on the assessment elements and the general comment
|
||||
is entered. The grading of assessment elements is not seen in the
|
||||
grading pages. Assignments themselves are not given an overall grade.
|
||||
However, the grading performance of the students is measured and
|
||||
this, and only this measure contributes towards the final grades given
|
||||
to the students.</li>
|
||||
|
||||
<li>Only feedback on the assessment elements and the general comment
|
||||
is entered. The grading of assessment elements is not seen in the
|
||||
grading pages. Assignments themselves are not given an overall grade.
|
||||
However, the grading performance of the students is measured and
|
||||
this, and only this measure contributes towards the final grades given
|
||||
to the students.</li>
|
||||
|
||||
<li>Here the teacher and peers are asked to provide both feedback and
|
||||
grades. The assignments are given an overall quantative grade as well
|
||||
as the qualative data. The final grade for a student will be calculated
|
||||
from the (weighted) contributions of the teacher's grade, the mean
|
||||
peers' grade and the student's grading performance.</li>
|
||||
|
||||
grades. The assignments are given an overall quantitative grade as well
|
||||
as the qualitative data. The final grade for a student will be calculated
|
||||
from the (weighted) contributions of the teacher's grade, the mean
|
||||
peers' grade and the student's grading performance.</li>
|
||||
|
||||
</ol>
|
||||
</p>
|
||||
@@ -1,54 +1,54 @@
|
||||
<p align="center"><b>The Calculation of the Final Grade</b></p>
|
||||
|
||||
<p>The table on this screen shows how the the final grades for the students
|
||||
are calculated. The final grades are a weighted sum of up to five components.</p>
|
||||
|
||||
<p>The table on this screen shows how the final grades for the students
|
||||
are calculated. The final grades are a weighted sum of up to five components.</p>
|
||||
|
||||
<ol>
|
||||
<li>The teacher's grade for their submitted work. This is optional and will be
|
||||
used if the teacher actually assesses the student's work. If the student submits
|
||||
more than one piece of work the "best" grade is used. Here, best
|
||||
means the piece of work with the highest weighted combination of teacher's
|
||||
grade and peer grade...</li>
|
||||
used if the teacher actually assesses the student's work. If the student submits
|
||||
more than one piece of work the "best" grade is used. Here, best
|
||||
means the piece of work with the highest weighted combination of teacher's
|
||||
grade and peer grade...</li>
|
||||
<li>The average of the peer grades for their submitted work. Again if the student
|
||||
submits more than one piece of work the "best" grade is used. The
|
||||
peer grade can optionally
|
||||
include the teacher's grade. This grade would be included if the number of
|
||||
peer gradings is very low or it is thought that the peer gradings are suspect
|
||||
either because of bias (usually on the high side) or for not being reliable.
|
||||
If included the teacher's grade is treated in the same way as a peer grade in
|
||||
the calculation of the average.</li>
|
||||
submits more than one piece of work the "best" grade is used. The
|
||||
peer grade can optionally
|
||||
include the teacher's grade. This grade would be included if the number of
|
||||
peer gradings is very low or it is thought that the peer gradings are suspect
|
||||
either because of bias (usually on the high side) or for not being reliable.
|
||||
If included the teacher's grade is treated in the same way as a peer grade in
|
||||
the calculation of the average.</li>
|
||||
<li>The student's bias in grading peer work. This is measure of whether the
|
||||
student grades work either too high or too low. It is not an absolute measure
|
||||
as it is based on the difference between the student's grade and the peer
|
||||
averages for each of the submissions they assessed. In general this component
|
||||
should NOT be given a high weighting.</li>
|
||||
student grades work either too high or too low. It is not an absolute measure
|
||||
as it is based on the difference between the student's grade and the peer
|
||||
averages for each of the submissions they assessed. In general this component
|
||||
should NOT be given a high weighting.</li>
|
||||
<li>The student's reliability in grading peer work. This is a measure on how well
|
||||
a students grades follow the peer average for the pieces of work they
|
||||
assessed. The measure discounts the student bias and averages the absolute
|
||||
differences between their grades and the peer average grades. In theory if
|
||||
the students gives high marks for good pieces of work and low marks for poor
|
||||
pieces of work their reliability will be high. If it is suspected that the students in
|
||||
general are poor assessors then the teacher's grades should be included into
|
||||
the ppeer averages, this should make the reliability values more meaningful.
|
||||
a students grades follow the peer average for the pieces of work they
|
||||
assessed. The measure discounts the student bias and averages the absolute
|
||||
differences between their grades and the peer average grades. In theory if
|
||||
the students gives high marks for good pieces of work and low marks for poor
|
||||
pieces of work their reliability will be high. If it is suspected that the students in
|
||||
general are poor assessors then the teacher's grades should be included into
|
||||
the peer averages, this should make the reliability values more meaningful.
|
||||
<li>The average grade given by the teacher for the student's assessments.</li>
|
||||
This includes both the preliminary assessments made by the student on the
|
||||
example pieces of work and any grading the teacher makes on the asessments
|
||||
produced during the peer assessement phase of the assignment. In general this
|
||||
component is probably more important than both the Bias and Reliability
|
||||
components and thus, if available, should be weighted higher.</li>
|
||||
This includes both the preliminary assessments made by the student on the
|
||||
example pieces of work and any grading the teacher makes on the assessments
|
||||
produced during the peer assessment phase of the assignment. In general this
|
||||
component is probably more important than both the Bias and Reliability
|
||||
components and thus, if available, should be weighted higher.</li>
|
||||
</ol>
|
||||
|
||||
<p>These five components can be weighted as deemed appropriate for the
|
||||
assignment. For example the teacher's grade might be weighted strongly
|
||||
if the peer grading part of the assignment is only considered a minor part
|
||||
of the assignment as a whole. Alternatively, if the teacher only grades a few
|
||||
of the submissions these grades can be ignored by giving them a zero weighting.
|
||||
If the assignment is all about the students as judges and the providing of feedback
|
||||
then first two components may be set to zero (or low) and the students'
|
||||
grading abilities will determine the final grades.</p>
|
||||
<p>These five components can be weighted as deemed appropriate for the
|
||||
assignment. For example the teacher's grade might be weighted strongly
|
||||
if the peer grading part of the assignment is only considered a minor part
|
||||
of the assignment as a whole. Alternatively, if the teacher only grades a few
|
||||
of the submissions these grades can be ignored by giving them a zero weighting.
|
||||
If the assignment is all about the students as judges and the providing of feedback
|
||||
then first two components may be set to zero (or low) and the students'
|
||||
grading abilities will determine the final grades.</p>
|
||||
|
||||
<p>Note that this screen is used iteratively and the final grades are not normally
|
||||
made available to the students until the final phase of the assignment. Once the
|
||||
the teacher is happy with the final grades and their weightings then they can
|
||||
be made available to the students.
|
||||
made available to the students until the final phase of the assignment. Once the
|
||||
the teacher is happy with the final grades and their weightings then they can
|
||||
be made available to the students.
|
||||
</p>
|
||||
|
||||
@@ -1,69 +1,69 @@
|
||||
<p align="center"><b>Comparison of Assessments</b></p>
|
||||
|
||||
<p>In a workshop it is common for the same piece of work to be assessed by the
|
||||
teacher and the students. If examples are used then the teacher first
|
||||
teacher and the students. If examples are used then the teacher first
|
||||
assesses them before the students assess a selection of them. The work from
|
||||
the students may well be assessed by the teacher, at least in part, and
|
||||
the students may well be assessed by the teacher, at least in part, and
|
||||
very possibly by a number of students. A workshop allows the teacher to award
|
||||
a proportion of the grade to the student's assessments, the remainder of
|
||||
the grade is allocated to the assessments of the work itself. (The
|
||||
a proportion of the grade to the student's assessments, the remainder of
|
||||
the grade is allocated to the assessments of the work itself. (The
|
||||
proportions of the grade given to these two areas is set towards the end of
|
||||
the workshop.) A student's assessments are given a grade based on how well
|
||||
they match the corresponding assessments make by the teacher. (In the
|
||||
absence of a teacher assessment then the average of the peer assessments is
|
||||
the workshop.) A student's assessments are given a grade based on how well
|
||||
they match the corresponding assessments make by the teacher. (In the
|
||||
absence of a teacher assessment then the average of the peer assessments is
|
||||
used).</p>
|
||||
|
||||
<p>The degree of agreement between the student's and teacher's assessment is
|
||||
based on the differences between the scores in individual elements
|
||||
<p>The degree of agreement between the student's and teacher's assessment is
|
||||
based on the differences between the scores in individual elements
|
||||
(actually the squared differences are used). The mean of these differences
|
||||
must to converted into a meaningful grade. The "Comparison of
|
||||
Assessments" option allows the teacher a degree of control on how
|
||||
must to converted into a meaningful grade. The "Comparison of
|
||||
Assessments" option allows the teacher a degree of control on how
|
||||
these comparisons are converted into grades.</p>
|
||||
|
||||
<p>To get some idea on what effect this option has, take the (fairly simple)
|
||||
case of an assessment which has ten Yes/No questions. For example the
|
||||
assessment might use questions like "Is the chart correctly formatted?",
|
||||
"Is the calculated profit $100.66?", etc. Assume there are ten such
|
||||
questions. When the "Very Lax" setting is chosen, prefect
|
||||
<p>To get some idea on what effect this option has, take the (fairly simple)
|
||||
case of an assessment which has ten Yes/No questions. For example the
|
||||
assessment might use questions like "Is the chart correctly formatted?",
|
||||
"Is the calculated profit $100.66?", etc. Assume there are ten such
|
||||
questions. When the "Very Lax" setting is chosen, prefect
|
||||
agreement between the student's and teacher's assessment gives a grade of
|
||||
100%, if there is only one question which does not match the grade is 90%,
|
||||
two disagreements give a grade of 80%, three
|
||||
disagreements 70%, etc.. That might seem very reasonable and you might be thinking
|
||||
why is this option called a "Very Lax" comparison. Well, consider
|
||||
the case of a student doing a completely random assessment where the
|
||||
answers of the ten questions are simply
|
||||
guessed. On average this would result in five of the ten questions being
|
||||
100%, if there is only one question which does not match the grade is 90%,
|
||||
two disagreements give a grade of 80%, three
|
||||
disagreements 70%, etc.. That might seem very reasonable and you might be thinking
|
||||
why is this option called a "Very Lax" comparison. Well, consider
|
||||
the case of a student doing a completely random assessment where the
|
||||
answers of the ten questions are simply
|
||||
guessed. On average this would result in five of the ten questions being
|
||||
matched. So the "monkey's" assessment would get a grade of around
|
||||
50%. The situation gets a little more sensible with the "Lax"
|
||||
option, then
|
||||
the random assessment gets around 20%. When the "Fair" option is
|
||||
chosen, random guessing will result in a zero grade most of the
|
||||
time. At this level, a grade of 50% is given when the two assessments agree
|
||||
on eight questions of the ten. If three questions are in disagreement then
|
||||
the grade given is 25%. When the option is set to "Strict" having
|
||||
two questions out of sync gives a grade of 40%. Moving into the "Very
|
||||
Strict" territory a disagreement in just two questions drops the grade to
|
||||
50%. The situation gets a little more sensible with the "Lax"
|
||||
option, then
|
||||
the random assessment gets around 20%. When the "Fair" option is
|
||||
chosen, random guessing will result in a zero grade most of the
|
||||
time. At this level, a grade of 50% is given when the two assessments agree
|
||||
on eight questions of the ten. If three questions are in disagreement then
|
||||
the grade given is 25%. When the option is set to "Strict" having
|
||||
two questions out of sync gives a grade of 40%. Moving into the "Very
|
||||
Strict" territory a disagreement in just two questions drops the grade to
|
||||
35% and having a single question in disagreement gives a grade of 65%.</p>
|
||||
|
||||
<p>This example is sightly artifical as most assessments usually have elements
|
||||
which have a range of values rather than just Yes or No. In those cases the
|
||||
<p>This example is sightly artificial as most assessments usually have elements
|
||||
which have a range of values rather than just Yes or No. In those cases the
|
||||
comparison is likely to result in somewhat higher grades then the values
|
||||
indicated above. The various levels (Very Lax, Lax, Fair...) are given so
|
||||
indicated above. The various levels (Very Lax, Lax, Fair...) are given so
|
||||
that the teacher can fine tune the comparisons. If they feel that the grades
|
||||
being given for assessments are too low then this option should be moved
|
||||
towards the "Lax" or even "Very Lax" choices. And
|
||||
alternatively, if the grades for the student's assessments are, in general,
|
||||
felt to be too high this option should be moved to either the
|
||||
"Strict" or "Very Strict" choices. It is really a
|
||||
matter of trial and error with the best starting point being the
|
||||
being given for assessments are too low then this option should be moved
|
||||
towards the "Lax" or even "Very Lax" choices. And
|
||||
alternatively, if the grades for the student's assessments are, in general,
|
||||
felt to be too high this option should be moved to either the
|
||||
"Strict" or "Very Strict" choices. It is really a
|
||||
matter of trial and error with the best starting point being the
|
||||
"Fair" option.</p>
|
||||
|
||||
<p>During the course of the workshop the teacher may feel that the grades given
|
||||
to the student assessments are either too high or too low. These grades are
|
||||
shown on the exercise's Administration Page. In this case, the teacher can
|
||||
change the setting of this option and re-calculate the student assessment
|
||||
grades (the "Grading Grades"). The re-calculation is done by
|
||||
grades (the "Grading Grades"). The re-calculation is done by
|
||||
clicking the "Re-grade Student Assessments" link found on the
|
||||
administration page of the workshop. This can be safely performed at any
|
||||
administration page of the workshop. This can be safely performed at any
|
||||
time in the workshop.</p>
|
||||
|
||||
|
||||
@@ -1,59 +1,59 @@
|
||||
<p align="center"><b>Assignment Elements</b></p>
|
||||
|
||||
<p>For ease of grading, a Workshop Assignment should have a reasonable
|
||||
number of "Assessment Elements". Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment. </p>
|
||||
|
||||
<p>For ease of grading, a Workshop Assignment should have a reasonable
|
||||
number of "Assessment Elements". Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment. </p>
|
||||
|
||||
<p>The type of elements dependent of the assignment's grading strategy.</p>
|
||||
|
||||
<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
|
||||
The assessor is asked to comment on each of these aspects. As with all the grading
|
||||
strategies, there is also an area for general comments.</p>
|
||||
<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
|
||||
The assessor is asked to comment on each of these aspects. As with all the grading
|
||||
strategies, there is also an area for general comments.</p>
|
||||
|
||||
|
||||
<p><b>Accumulative Grading.</b> The elements have the following three features:
|
||||
<ol>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</li>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualitative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
<li>The SCALE of the assessment element. There are a number of predefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be chosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</li>
|
||||
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
</ol>
|
||||
</p>
|
||||
|
||||
<p><b>Error Banded Grading.</b> The elements will normally describe certain items
|
||||
or aspects which must be present in the assignment. The assessment is made on the
|
||||
present or absence of these items or aspects. The teacher must all set of grade table which
|
||||
give the suggested grades when all the items are present, when one is absent, when two are
|
||||
absent, etc. If certain items are more important than others then those items can be given
|
||||
a weighting greater than one. Minor items can be given a weighting less than one. The
|
||||
overall "error count" is a weighted sum of the missing items. The assessor
|
||||
can always make a minor adjustment to these suggested grades.</p>
|
||||
<p><b>Error Banded Grading.</b> The elements will normally describe certain items
|
||||
or aspects which must be present in the assignment. The assessment is made on the
|
||||
present or absence of these items or aspects. The teacher must all set of grade table which
|
||||
give the suggested grades when all the items are present, when one is absent, when two are
|
||||
absent, etc. If certain items are more important than others then those items can be given
|
||||
a weighting greater than one. Minor items can be given a weighting less than one. The
|
||||
overall "error count" is a weighted sum of the missing items. The assessor
|
||||
can always make a minor adjustment to these suggested grades.</p>
|
||||
|
||||
<p><b>Criterion Grading.</b> The elements will give a set of "level" statements
|
||||
which can be used to rank the assignment. The statements may be cumulative or they may
|
||||
which can be used to rank the assignment. The statements may be cumulative or they may
|
||||
each be self contained. The assessor must decide which statement best fits each piece of
|
||||
work. The teacher must also relate each criterion statement with a suggested grade. These
|
||||
should normally be in order. The assessor can make a minor adjustment to these
|
||||
should normally be in order. The assessor can make a minor adjustment to these
|
||||
suggested grades.</p>
|
||||
|
||||
<p><b>Rubric Grading.</b> This is similar to Criterion Grading but there is more than
|
||||
|
||||
@@ -1,21 +1,21 @@
|
||||
<p align="center"><b>The Final Grades</b></p>
|
||||
|
||||
<p>The table on this screen lists the final grades and their breakdown as shown to
|
||||
the students. If there are missing values in the table then it is possible to "go back"
|
||||
and add these. In fact, there are two adjustments which can be made to the Final Grades.
|
||||
|
||||
<p>The table on this screen lists the final grades and their breakdown as shown to
|
||||
the students. If there are missing values in the table then it is possible to "go back"
|
||||
and add these. In fact, there are two adjustments which can be made to the Final Grades.
|
||||
|
||||
<ol>
|
||||
<li>If a teacher's grade needs to be added then the piece of work can be
|
||||
graded by going
|
||||
to the teacher's Management screen for assignment and clicking on the link "Student
|
||||
Submissions for Assessment". Any otherstanding submissions can be graded. Once this has
|
||||
been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
|
||||
similar way any assessments which have not been graded can be graded from the Management
|
||||
screen.</li>
|
||||
<li>If a teacher's grade needs to be added then the piece of work can be
|
||||
graded by going
|
||||
to the teacher's Management screen for assignment and clicking on the link "Student
|
||||
Submissions for Assessment". Any outstanding submissions can be graded. Once this has
|
||||
been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
|
||||
similar way any assessments which have not been graded can be graded from the Management
|
||||
screen.</li>
|
||||
<li>If it is desired to use a different weighting scheme then the assignment should be moved
|
||||
back to Phase 3 and link "Calculate Final Grades" can be clicked and the new
|
||||
weights entered. After the grades have been re-calcualted the assignment should be moved
|
||||
to Phase 4 to make the new grades available.</li>
|
||||
back to Phase 3 and link "Calculate Final Grades" can be clicked and the new
|
||||
weights entered. After the grades have been re-calculated the assignment should be moved
|
||||
to Phase 4 to make the new grades available.</li>
|
||||
</ol>
|
||||
|
||||
</p>
|
||||
|
||||
@@ -1,32 +1,32 @@
|
||||
<p align="center"><b>Grading of Peer Assignments</b></p>
|
||||
|
||||
<p>For ease of grading a Peer Assignment is divided into a number of
|
||||
assessment "elements". Each element covers
|
||||
a particular aspect of the assignment. Depending on the type of assessment,
|
||||
for each element you should
|
||||
<p>For ease of grading a Peer Assignment is divided into a number of
|
||||
assessment "elements". Each element covers
|
||||
a particular aspect of the assignment. Depending on the type of assessment,
|
||||
for each element you should
|
||||
<ol>
|
||||
<li>Enter a Grade by clicking in the appropriate button or selecting an appropriate
|
||||
number from the drop down menu.</li>
|
||||
|
||||
<li>Enter an explaination of why you gave that grade in the Feedback box. If
|
||||
you feel that the reason is obvious then leave the box empty. Note, however,
|
||||
that the teacher may look at your assessment and may well query a grade
|
||||
if there is no explaination.</li>
|
||||
number from the drop down menu.</li>
|
||||
|
||||
<li>Enter an explanation of why you gave that grade in the Feedback box. If
|
||||
you feel that the reason is obvious then leave the box empty. Note, however,
|
||||
that the teacher may look at your assessment and may well query a grade
|
||||
if there is no explanation.</li>
|
||||
</ol>
|
||||
|
||||
<p>In other type of asessments, you are asked to determine if various items
|
||||
are present or absent, in others you are asked to choose which statement best
|
||||
fits the piece of work. In both of these assignments you can adjust the grade
|
||||
somewhat as you see fit.</p>
|
||||
<p>In other type of assessments, you are asked to determine if various items
|
||||
are present or absent, in others you are asked to choose which statement best
|
||||
fits the piece of work. In both of these assignments you can adjust the grade
|
||||
somewhat as you see fit.</p>
|
||||
|
||||
<p>The last box on this form allows you to make a general comment on the
|
||||
work. This should justify your assessment. It should be polite and as far as
|
||||
possible constructive. Your assessment will be shown to the student who
|
||||
produced the piece of work.</p>
|
||||
<p>The last box on this form allows you to make a general comment on the
|
||||
work. This should justify your assessment. It should be polite and as far as
|
||||
possible constructive. Your assessment will be shown to the student who
|
||||
produced the piece of work.</p>
|
||||
|
||||
<p>You have a limited period of time, typically half an hour, in which to
|
||||
change your mind and alter your grades or comments. Once that period
|
||||
is over the person whose work you are assessing is notified about the assessment.
|
||||
At that stage you can view your assessment but you cannot change it.
|
||||
change your mind and alter your grades or comments. Once that period
|
||||
is over the person whose work you are assessing is notified about the assessment.
|
||||
At that stage you can view your assessment but you cannot change it.
|
||||
|
||||
</p>
|
||||
|
||||
@@ -1,24 +1,24 @@
|
||||
<p align="center"><b>Grading the Student Assessments</b></p>
|
||||
|
||||
<p>This screen is used to enter the teacher's grade for the assessment made
|
||||
by the student during the submission and assessment phase of the assignment. A relatively
|
||||
simple grading is used, the score out of 20. The treacher can decide what is
|
||||
being graded and the relative scores from the instructions given to the students
|
||||
before the assignment started. For example, at a higher level the students may be
|
||||
required to give critical comments, at an intermediate level the students may be
|
||||
required to point out strengths and weaknesses, and at a lower level the students
|
||||
may be simply pointing out errors and inaccuracies.</p>
|
||||
|
||||
by the student during the submission and assessment phase of the assignment. A relatively
|
||||
simple grading is used, the score out of 20. The teacher can decide what is
|
||||
being graded and the relative scores from the instructions given to the students
|
||||
before the assignment started. For example, at a higher level the students may be
|
||||
required to give critical comments, at an intermediate level the students may be
|
||||
required to point out strengths and weaknesses, and at a lower level the students
|
||||
may be simply pointing out errors and inaccuracies.</p>
|
||||
|
||||
<p>If available the Teacher's own assessment is shown before that of the
|
||||
student so an easy comparison can be made. The teacher's own
|
||||
comments can act as a kind of benchmark.</p>
|
||||
student so an easy comparison can be made. The teacher's own
|
||||
comments can act as a kind of benchmark.</p>
|
||||
|
||||
<p>The grade for the assessment is
|
||||
saved by clicking on the apprpriate button at the foot of the page. There is a
|
||||
chance to repeat the grading within the "editing" period. Once that
|
||||
time has elapsed the teacher's comment is made available to the student. The
|
||||
"grading grade", however, is not revealed to the student until the
|
||||
final grades are made available. (The reason for this is the likely confusion
|
||||
between the grade for the piece of work and the grade for the ASSESSMENT
|
||||
of that work, at an early stage of an assignment the distinction will not be
|
||||
clear to students.)</p>
|
||||
saved by clicking on the appropriate button at the foot of the page. There is a
|
||||
chance to repeat the grading within the "editing" period. Once that
|
||||
time has elapsed the teacher's comment is made available to the student. The
|
||||
"grading grade", however, is not revealed to the student until the
|
||||
final grades are made available. (The reason for this is the likely confusion
|
||||
between the grade for the piece of work and the grade for the ASSESSMENT
|
||||
of that work, at an early stage of an assignment the distinction will not be
|
||||
clear to students.)</p>
|
||||
|
||||
@@ -2,25 +2,25 @@
|
||||
|
||||
<p>This is the maximum grade given to the assessments make by students of their
|
||||
own and/or other work. That is, the grade for their assessments. The actual
|
||||
grades for an assessment is calculated by the workshop module by comparing
|
||||
that assessment with the "best" assessment of the same submission. The
|
||||
grades for an assessment is calculated by the workshop module by comparing
|
||||
that assessment with the "best" assessment of the same submission. The
|
||||
"best" assessment is the one which is closest to the mean of all
|
||||
the assessments. (This is a "weighted" mean if the teacher's
|
||||
the assessments. (This is a "weighted" mean if the teacher's
|
||||
assessment are given a weight greater than one.) Note that if there is only
|
||||
one assessment of an submission, that single assessemnt is taken as the
|
||||
best. If there are are two assessments of an submission, both are
|
||||
one assessment of an submission, that single assessment is taken as the
|
||||
best. If there are two assessments of an submission, both are
|
||||
considered "best". Only when there are three or more assessments
|
||||
does the module start to make distinctions between the assessments.</p>
|
||||
|
||||
<p>This grade is sometimes called the "grading grade" and is
|
||||
<i><b>not</b></i> the maximum grade given to the work, that grade is called
|
||||
"Grade for Submissions".</p>
|
||||
|
||||
<p>A student's grade for the workshop is the sum of this grade and the grade
|
||||
for their submission(s). Thus if the (maximum) grade for the Student
|
||||
assessments is set at 20 and the (maximum) grade for submission is set to
|
||||
<p>This grade is sometimes called the "grading grade" and is
|
||||
<i><b>not</b></i> the maximum grade given to the work, that grade is called
|
||||
"Grade for Submissions".</p>
|
||||
|
||||
<p>A student's grade for the workshop is the sum of this grade and the grade
|
||||
for their submission(s). Thus if the (maximum) grade for the Student
|
||||
assessments is set at 20 and the (maximum) grade for submission is set to
|
||||
80, then the (maximum) grade for the workshop is 100.</p>
|
||||
|
||||
<p>This value can be changed at any time and the effect on the grades seen by
|
||||
the students (and the teacher) is immediate.</p>
|
||||
|
||||
|
||||
|
||||
@@ -3,77 +3,77 @@
|
||||
<p>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
|
||||
|
||||
<ol>
|
||||
<li><b>No grading:</b> In this type of assignment the teacher is not
|
||||
interested in quantative assessment from the students at all. The students
|
||||
make comments of the pieces of works but not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
"grading grades" form the basis of the students' final grades.
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.</li>
|
||||
|
||||
<li><b>No grading:</b> In this type of assignment the teacher is not
|
||||
interested in quantitative assessment from the students at all. The students
|
||||
make comments of the pieces of works but not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
"grading grades" form the basis of the students' final grades.
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.</li>
|
||||
|
||||
<li><b>Accumulative grading:</b> This is the default type of grading.
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<p>Elements have the following three features:
|
||||
<ol>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</li>
|
||||
<li>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualitative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.</li>
|
||||
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
<li>The SCALE of the assessment element. There are a number of predefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be chosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...</li>
|
||||
|
||||
<li>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.</li>
|
||||
</ol></li>
|
||||
|
||||
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
significant items which should be present, the Grade Table will give suggested
|
||||
grades if all are present, one is absent, if two are absent, etc. The individual
|
||||
items can, if desired, be given weighting factors if some items are more important
|
||||
than others. The number of "errors" is a weighted sum of the items not
|
||||
present. By default each item is given a weight of one. The grading table is likely
|
||||
to be non-linear, for example
|
||||
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.</li>
|
||||
|
||||
<li><b>Criteria Grading:</b> This is simpliest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statments. The assessor choses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
|
||||
an assignment may be set up with, say, five criteria statements and the assessors
|
||||
must then choose one of the five statements for each of their assessments. As with
|
||||
the Banded assignment the assessor can adjust the suggested grade by up to
|
||||
20% to give the final grade.</li>
|
||||
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
significant items which should be present, the Grade Table will give suggested
|
||||
grades if all are present, one is absent, if two are absent, etc. The individual
|
||||
items can, if desired, be given weighting factors if some items are more important
|
||||
than others. The number of "errors" is a weighted sum of the items not
|
||||
present. By default each item is given a weight of one. The grading table is likely
|
||||
to be non-linear, for example
|
||||
the suggested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.</li>
|
||||
|
||||
<li><b>Criteria Grading:</b> This is the simplest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statements. The assessor chooses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
|
||||
an assignment may be set up with, say, five criteria statements and the assessors
|
||||
must then choose one of the five statements for each of their assessments. As with
|
||||
the Banded assignment the assessor can adjust the suggested grade by up to
|
||||
20% to give the final grade.</li>
|
||||
|
||||
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
|
||||
sets of criteria. Each set covering a particular "Category", can have
|
||||
up to five statements. The sets are given individual
|
||||
weights and the grade is a weighted combination of the scores from each set. There
|
||||
is <b>no</b> adjustment option in this assessment type. </li>
|
||||
sets of criteria. Each set covering a particular "Category", can have
|
||||
up to five statements. The sets are given individual
|
||||
weights and the grade is a weighted combination of the scores from each set. There
|
||||
is <b>no</b> adjustment option in this assessment type. </li>
|
||||
</ol>
|
||||
|
||||
</p>
|
||||
|
||||
@@ -1,16 +1,16 @@
|
||||
<p align="center"><b>Grading of Student Submissions</b></p>
|
||||
|
||||
<p>In general, it is recommended that the teacher assesses a fair proportion of
|
||||
the work submitted by the students. The assessments are shown to the
|
||||
the work submitted by the students. The assessments are shown to the
|
||||
students and will provide important feedback on their work.</p>
|
||||
|
||||
<p>The assessments from the teacher are used in two ways in the workshop
|
||||
module. Firstly, they are used in the calculations to determine
|
||||
<p>The assessments from the teacher are used in two ways in the workshop
|
||||
module. Firstly, they are used in the calculations to determine
|
||||
the "grading grades", the grades given the student assessments.
|
||||
Secondly they are used in the calculation of the submission grades. These
|
||||
assessments can be given extra weight (the "Weight of Teacher
|
||||
assessments can be given extra weight (the "Weight of Teacher
|
||||
Assessments" option), this weighting effects both the grading grade
|
||||
and the submission grade calculations. If it felt that the student
|
||||
assessments are too high (or too low), increasing this weighting factor
|
||||
should be considered as that will help stablise the grades to a degree.
|
||||
and the submission grade calculations. If it felt that the student
|
||||
assessments are too high (or too low), increasing this weighting factor
|
||||
should be considered as that will help stabilise the grades to a degree.
|
||||
</p>
|
||||
|
||||
@@ -1,10 +1,10 @@
|
||||
<p align="center"><b>Include Teacher's Grade</b></p>
|
||||
|
||||
<p>This option allows the teacher's assessments of the submissions to be included
|
||||
as though they were peer assessments. If this option is set to YES then the teacher's
|
||||
assessments are in effect counted twice, firstly as the normal teacher's
|
||||
assessment and secondly by including them in the pool of peer assessments.
|
||||
The teacher might want to do this if (a) the number of peer assessments of
|
||||
each submission is low or (b) to try to stablise the peer assessments when
|
||||
they appear to be either biased or unreliable.</p>
|
||||
as though they were peer assessments. If this option is set to YES then the teacher's
|
||||
assessments are in effect counted twice, firstly as the normal teacher's
|
||||
assessment and secondly by including them in the pool of peer assessments.
|
||||
The teacher might want to do this if (a) the number of peer assessments of
|
||||
each submission is low or (b) to try to stabilise the peer assessments when
|
||||
they appear to be either biased or unreliable.</p>
|
||||
|
||||
|
||||
@@ -1,123 +1,123 @@
|
||||
<p align="center"><b>Managing a Workshop Assignment</b></p>
|
||||
|
||||
<p>A Workshop Assignment is more complex than an ordinary assignment.
|
||||
It involves a number of steps or phases. These are</p>
|
||||
It involves a number of steps or phases. These are</p>
|
||||
|
||||
<ol>
|
||||
<li><p><b>Set Up Assignment</b> The assessment of the assignment
|
||||
should be broken into a number of assessment ELEMENTS. This makes
|
||||
the grading of an assignment less arbitary and gives the students a
|
||||
framework on which to make assessments. The teacher has the role of
|
||||
setting up the assessment elements thus making a grading sheet. (See
|
||||
that page for more details.)</p>
|
||||
|
||||
<p>With the assessment elements set up the teacher will normally submit a
|
||||
small number of example pieces of work. These are practice pieces for the
|
||||
students to assess before preparing their own pieces of work. However,
|
||||
before the assignment is made available to students, these example
|
||||
pieces should be assessed by the teacher. This provides the teacher
|
||||
with specimen "answers" when reviewing the students' assessments
|
||||
of those examples (produced in the next phase).</p>
|
||||
|
||||
<p>The submission of example pieces of work by the teacher is optional
|
||||
and for certain assignments may not be appropriate.</p></li>
|
||||
|
||||
<li><p><b>Allow Student Submissions</b> The assignment is now opened
|
||||
to the students. If the teacher has set up example pieces of work, the students
|
||||
are required to assess a specified number of these. (The number of
|
||||
assessments is given when the assignment is created.) Once a student has
|
||||
made the required number of assessments they can then submit their own
|
||||
work. In the case of an assignment with no examples, the students are free
|
||||
to submit their own work without any delay.</p>
|
||||
<li><p><b>Set Up Assignment</b> The assessment of the assignment
|
||||
should be broken into a number of assessment ELEMENTS. This makes
|
||||
the grading of an assignment less arbitrary and gives the students a
|
||||
framework on which to make assessments. The teacher has the role of
|
||||
setting up the assessment elements thus making a grading sheet. (See
|
||||
that page for more details.)</p>
|
||||
|
||||
<p>The advantage of leaving the assignment in the Submission phase is to allow
|
||||
a build up of submissions. When they are subsequently allocated, in the next
|
||||
two phases, there is better distribution of work. If the assignment is put
|
||||
straight into the "Allow Submissions and Assessments" phase from
|
||||
the "Set Up" phase (which is allowed) students who submit early
|
||||
will tend to have early submissions to assess and those students who submit
|
||||
late will tend to have late submissions to assess. Adding a "delay"
|
||||
before peer assessment starts will eleviate that problem to a large extent. </p>
|
||||
|
||||
<p>When a student submits a piece of work the teacher can, if desired, assess that
|
||||
work. This assessment can be incorporated into the student's final grade. These
|
||||
assessments can take place in the submission and assessment phases of the
|
||||
assignment. Provided the teacher's assessments are made before the calculation
|
||||
<p>With the assessment elements set up the teacher will normally submit a
|
||||
small number of example pieces of work. These are practice pieces for the
|
||||
students to assess before preparing their own pieces of work. However,
|
||||
before the assignment is made available to students, these example
|
||||
pieces should be assessed by the teacher. This provides the teacher
|
||||
with specimen "answers" when reviewing the students' assessments
|
||||
of those examples (produced in the next phase).</p>
|
||||
|
||||
<p>The submission of example pieces of work by the teacher is optional
|
||||
and for certain assignments may not be appropriate.</p></li>
|
||||
|
||||
<li><p><b>Allow Student Submissions</b> The assignment is now opened
|
||||
to the students. If the teacher has set up example pieces of work, the students
|
||||
are required to assess a specified number of these. (The number of
|
||||
assessments is given when the assignment is created.) Once a student has
|
||||
made the required number of assessments they can then submit their own
|
||||
work. In the case of an assignment with no examples, the students are free
|
||||
to submit their own work without any delay.</p>
|
||||
|
||||
<p>The advantage of leaving the assignment in the Submission phase is to allow
|
||||
a build up of submissions. When they are subsequently allocated, in the next
|
||||
two phases, there is better distribution of work. If the assignment is put
|
||||
straight into the "Allow Submissions and Assessments" phase from
|
||||
the "Set Up" phase (which is allowed) students who submit early
|
||||
will tend to have early submissions to assess and those students who submit
|
||||
late will tend to have late submissions to assess. Adding a "delay"
|
||||
before peer assessment starts will alleviate that problem to a large extent. </p>
|
||||
|
||||
<p>When a student submits a piece of work the teacher can, if desired, assess that
|
||||
work. This assessment can be incorporated into the student's final grade. These
|
||||
assessments can take place in the submission and assessment phases of the
|
||||
assignment. Provided the teacher's assessments are made before the calculation
|
||||
of the final grades they can used in that calculation.</p></li>
|
||||
|
||||
<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
|
||||
peer assessment, students who have submitted work are now shown other students'
|
||||
work to assess. Students who have not yet submitted work are allowed to submit
|
||||
their work (but they are <b>not</b> show other students' work to access).
|
||||
In this phase, submissions, re-submissions and assessments of submissions
|
||||
|
||||
<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
|
||||
peer assessment, students who have submitted work are now shown other students'
|
||||
work to assess. Students who have not yet submitted work are allowed to submit
|
||||
their work (but they are <b>not</b> show other students' work to access).
|
||||
In this phase, submissions, re-submissions and assessments of submissions
|
||||
and re-submissions are allowed to take place together. </p>
|
||||
|
||||
<p>The teacher may want to split the submission of work and its peer assessment
|
||||
into two distinct phases, waiting for all students to submit their work before
|
||||
going into the peer assessment phase. In that case this phase is not used at all,
|
||||
the assignment goes from "Allow Submissions" straight to "Allow
|
||||
Assessments". This allows the teacher to place a deadline on submissions,
|
||||
the assignment is moved into the "Allow Assessments" phase at that
|
||||
<p>The teacher may want to split the submission of work and its peer assessment
|
||||
into two distinct phases, waiting for all students to submit their work before
|
||||
going into the peer assessment phase. In that case this phase is not used at all,
|
||||
the assignment goes from "Allow Submissions" straight to "Allow
|
||||
Assessments". This allows the teacher to place a deadline on submissions,
|
||||
the assignment is moved into the "Allow Assessments" phase at that
|
||||
deadline.</p>
|
||||
|
||||
<p>If the teacher, on the other hand, does not want such as clear cut division in
|
||||
the assignment, then the assignment uses this phase. When allowing submissions
|
||||
and assessments to occur together, the teacher should consider setting the
|
||||
<p>If the teacher, on the other hand, does not want such as clear cut division in
|
||||
the assignment, then the assignment uses this phase. When allowing submissions
|
||||
and assessments to occur together, the teacher should consider setting the
|
||||
Over Allocation Level to ONE (or possibly TWO) to allow the allocations
|
||||
to go smoothly (see the Admin page for more details). Note that doing this will
|
||||
result in some submissions being (peer) assessed more times and some less
|
||||
times than the majority of the submissions.</p>
|
||||
|
||||
<p>When a student has made an assessment their peer can see that assessment. The
|
||||
student who submitted the work can comment on the assessment if that option
|
||||
was chosen for the assignment. The teacher can, if desired, grade these peer
|
||||
assessments and these scores can be taken forward towards the students' final
|
||||
grades (but that is not really necessary in many cases, see the Calculation of
|
||||
to go smoothly (see the Admin page for more details). Note that doing this will
|
||||
result in some submissions being (peer) assessed more times and some less
|
||||
times than the majority of the submissions.</p>
|
||||
|
||||
<p>When a student has made an assessment their peer can see that assessment. The
|
||||
student who submitted the work can comment on the assessment if that option
|
||||
was chosen for the assignment. The teacher can, if desired, grade these peer
|
||||
assessments and these scores can be taken forward towards the students' final
|
||||
grades (but that is not really necessary in many cases, see the Calculation of
|
||||
Final Grades phase).</p></li>
|
||||
|
||||
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
|
||||
students are not allowed to make any submissions, that includes re-submissions.
|
||||
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
|
||||
students are not allowed to make any submissions, that includes re-submissions.
|
||||
Students who have not made a submission are told that submissions are no longer
|
||||
allowed and they are <b>not</b> shown any (peer) submissions to assess.</p>
|
||||
|
||||
<p>The teacher can continue, if desired, to grade the peer assessments and
|
||||
these scores can be taken forward towards the students' final grades (but
|
||||
|
||||
<p>The teacher can continue, if desired, to grade the peer assessments and
|
||||
these scores can be taken forward towards the students' final grades (but
|
||||
that is not really necessary in many cases, see the next phase).</p></li>
|
||||
|
||||
<li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
|
||||
moves the assignment to the next phase where further assessments
|
||||
by students are not allowed. The teacher can, if wished, complete the grading of
|
||||
assessments made on the examples and the grading of the student submissions.
|
||||
They can also grade the peer assessments made by the students. This is <b>not</b>
|
||||
really necessary as, provided a reasonable number of assessments have been made on
|
||||
each submission, the "grading performance" of each student can be
|
||||
determined from the relative scores. </p>
|
||||
|
||||
<p>When the grading has been completed, the teacher calculates the final grades
|
||||
of the students. These final grades are normally made up of three components,
|
||||
teacher's grade of the student's work, mean peer grade of the student's work
|
||||
and the student's grading performance. The last can include the mean "grading
|
||||
grade" entered by the teacher against a student's comments. These three
|
||||
components are given weights by the teacher before the calculation of the final
|
||||
grades takes place.</p></li>
|
||||
<li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
|
||||
moves the assignment to the next phase where further assessments
|
||||
by students are not allowed. The teacher can, if wished, complete the grading of
|
||||
assessments made on the examples and the grading of the student submissions.
|
||||
They can also grade the peer assessments made by the students. This is <b>not</b>
|
||||
really necessary as, provided a reasonable number of assessments have been made on
|
||||
each submission, the "grading performance" of each student can be
|
||||
determined from the relative scores. </p>
|
||||
|
||||
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
|
||||
to allow the students to see their final grades. The teacher can, if desired, backtrack
|
||||
the assignment to allow some adjustment of, say, the weights used in the final grade
|
||||
calculation, the revised grades can then be shown to the students.</p>
|
||||
<p>When the grading has been completed, the teacher calculates the final grades
|
||||
of the students. These final grades are normally made up of three components,
|
||||
teacher's grade of the student's work, mean peer grade of the student's work
|
||||
and the student's grading performance. The last can include the mean "grading
|
||||
grade" entered by the teacher against a student's comments. These three
|
||||
components are given weights by the teacher before the calculation of the final
|
||||
grades takes place.</p></li>
|
||||
|
||||
<p>The students (and the teacher) are also shown a "League Table"
|
||||
of the student submissions. These are listed in order of grade, the top submission
|
||||
is first. Here the grade given to the submission is a combination of the teacher's
|
||||
grade and the average of the peer grades (if they are available). The weighting
|
||||
used is that given during the previous phase.</p></li>
|
||||
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
|
||||
to allow the students to see their final grades. The teacher can, if desired, backtrack
|
||||
the assignment to allow some adjustment of, say, the weights used in the final grade
|
||||
calculation, the revised grades can then be shown to the students.</p>
|
||||
|
||||
<p>The students (and the teacher) are also shown a "League Table"
|
||||
of the student submissions. These are listed in order of grade, the top submission
|
||||
is first. Here the grade given to the submission is a combination of the teacher's
|
||||
grade and the average of the peer grades (if they are available). The weighting
|
||||
used is that given during the previous phase.</p></li>
|
||||
</ol>
|
||||
|
||||
<p>At any phase of the assignment the teacher can open the "Administration"
|
||||
page. This shows the current state of the assignment. It lists the Teacher's example
|
||||
submissions (if any), the students' assessments (of the teacher's examples, their own
|
||||
work, and of other students' submissions), and the submissions of the students.
|
||||
The teacher can use this page to assess and re-assess submissions, grade and
|
||||
re-grade assessments, delete submissions and assessments, and generally watch
|
||||
submissions (if any), the students' assessments (of the teacher's examples, their own
|
||||
work, and of other students' submissions), and the submissions of the students.
|
||||
The teacher can use this page to assess and re-assess submissions, grade and
|
||||
re-grade assessments, delete submissions and assessments, and generally watch
|
||||
the progress of the assignment.</p>
|
||||
|
||||
|
||||
@@ -1,97 +1,97 @@
|
||||
<p align="center"><b>Managing a Workshop Assignment</b></p>
|
||||
|
||||
<p>A Workshop Assignment is more complex than an ordinary assignment.
|
||||
It involves a number of steps or phases. These are</p>
|
||||
It involves a number of steps or phases. These are</p>
|
||||
|
||||
<ol>
|
||||
<li><p><b>Set Up Assignment</b> The assessment of the assignment
|
||||
should be broken into a number of assessment ELEMENTS. This makes
|
||||
the grading of an assignment less arbitary and gives the students a
|
||||
framework on which to make assessments. The teacher has the role of
|
||||
setting up the assessment elements thus making a grading sheet. (See
|
||||
that page for more details.)</p>
|
||||
|
||||
<p>With the assessment elements set up the teacher will normally submit a
|
||||
small number of example pieces of work. These are practice pieces for the
|
||||
students to assess before preparing their own pieces of work. However,
|
||||
before the assignment is made available to students, these example
|
||||
pieces should be assessed by the teacher. This provides the teacher
|
||||
with specimen "answers" when reviewing the students' assessments
|
||||
of those examples (produced in the next phase).</p>
|
||||
|
||||
<p>The submission of example pieces of work by the teacher is optional
|
||||
and for certain assignments may not be appropriate.</p>
|
||||
|
||||
<li><p><b>Allow Student Submissions</b> The assignment is now opened
|
||||
to the students. If the teacher has set up example pieces of work, the students
|
||||
are required to assess a specified number of these. (The number of
|
||||
assessments is given when the assignment is created.) Once a student has
|
||||
made the required number of assessments they can then submit their own
|
||||
work. In the case of an assignment with no examples, the students are free
|
||||
to submit their own work without any delay.</p>
|
||||
<li><p><b>Set Up Assignment</b> The assessment of the assignment
|
||||
should be broken into a number of assessment ELEMENTS. This makes
|
||||
the grading of an assignment less arbitrary and gives the students a
|
||||
framework on which to make assessments. The teacher has the role of
|
||||
setting up the assessment elements thus making a grading sheet. (See
|
||||
that page for more details.)</p>
|
||||
|
||||
<p>The advantage of leaving the assignment in the Submission phase is to allow
|
||||
a build up of submissions. When they are subsequently allocated, in the next
|
||||
two phases, there is better distribution of work. If the assignment is put
|
||||
straight into the "Allow Submissions and Assessments" phase from
|
||||
the "Set Up" phase (which is allowed) students who submit early
|
||||
will tend to have early submissions to assess and those students who submit
|
||||
late will tend to have late submissions to assess. Adding a "delay"
|
||||
before peer assessment starts will eleviate that problem to a large extent. </p>
|
||||
|
||||
<p>When a student submits a piece of work the teacher can, if desired, assess that
|
||||
work. This assessment can be incorporated into the student's final grade. These
|
||||
assessments can take place in the submission and assessment phases of the
|
||||
assignment.</p>
|
||||
|
||||
<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
|
||||
peer assessment, students who have submitted work are now shown other students'
|
||||
work to assess. Students who have not yet submitted work are allowed to submit
|
||||
their work (but they are <b>not</b> shown other students' work to access).
|
||||
In this phase, submissions, re-submissions and assessments of submissions
|
||||
<p>With the assessment elements set up the teacher will normally submit a
|
||||
small number of example pieces of work. These are practice pieces for the
|
||||
students to assess before preparing their own pieces of work. However,
|
||||
before the assignment is made available to students, these example
|
||||
pieces should be assessed by the teacher. This provides the teacher
|
||||
with specimen "answers" when reviewing the students' assessments
|
||||
of those examples (produced in the next phase).</p>
|
||||
|
||||
<p>The submission of example pieces of work by the teacher is optional
|
||||
and for certain assignments may not be appropriate.</p>
|
||||
|
||||
<li><p><b>Allow Student Submissions</b> The assignment is now opened
|
||||
to the students. If the teacher has set up example pieces of work, the students
|
||||
are required to assess a specified number of these. (The number of
|
||||
assessments is given when the assignment is created.) Once a student has
|
||||
made the required number of assessments they can then submit their own
|
||||
work. In the case of an assignment with no examples, the students are free
|
||||
to submit their own work without any delay.</p>
|
||||
|
||||
<p>The advantage of leaving the assignment in the Submission phase is to allow
|
||||
a build up of submissions. When they are subsequently allocated, in the next
|
||||
two phases, there is better distribution of work. If the assignment is put
|
||||
straight into the "Allow Submissions and Assessments" phase from
|
||||
the "Set Up" phase (which is allowed) students who submit early
|
||||
will tend to have early submissions to assess and those students who submit
|
||||
late will tend to have late submissions to assess. Adding a "delay"
|
||||
before peer assessment starts will alleviate that problem to a large extent. </p>
|
||||
|
||||
<p>When a student submits a piece of work the teacher can, if desired, assess that
|
||||
work. This assessment can be incorporated into the student's final grade. These
|
||||
assessments can take place in the submission and assessment phases of the
|
||||
assignment.</p>
|
||||
|
||||
<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
|
||||
peer assessment, students who have submitted work are now shown other students'
|
||||
work to assess. Students who have not yet submitted work are allowed to submit
|
||||
their work (but they are <b>not</b> shown other students' work to access).
|
||||
In this phase, submissions, re-submissions and assessments of submissions
|
||||
and re-submissions are allowed to take place together. </p>
|
||||
|
||||
<p>The teacher may want to split the submission of work and its peer assessment
|
||||
into two distinct phases, waiting for all students to submit their work before
|
||||
going into the peer assessment phase. In that case this phase is not used at all,
|
||||
the assignment goes from "Allow Submissions" straight to "Allow
|
||||
Assessments". This allows the teacher to place a deadline on submissions,
|
||||
the assignment is moved into the "Allow Assessments" phase at that
|
||||
<p>The teacher may want to split the submission of work and its peer assessment
|
||||
into two distinct phases, waiting for all students to submit their work before
|
||||
going into the peer assessment phase. In that case this phase is not used at all,
|
||||
the assignment goes from "Allow Submissions" straight to "Allow
|
||||
Assessments". This allows the teacher to place a deadline on submissions,
|
||||
the assignment is moved into the "Allow Assessments" phase at that
|
||||
deadline.</p>
|
||||
|
||||
<p>If the teacher, on the other hand, does not want such as clear cut division in
|
||||
the assignment, then the assignment uses this phase. When allowing submissions
|
||||
and assessments to occur together, the teacher should consider setting the
|
||||
<p>If the teacher, on the other hand, does not want such as clear cut division in
|
||||
the assignment, then the assignment uses this phase. When allowing submissions
|
||||
and assessments to occur together, the teacher should consider setting the
|
||||
Over Allocation Level to ONE (or possibly TWO) to allow the allocations
|
||||
to go smoothly (see the help page on that option for more details). Note
|
||||
that doing this will result in <b>some</b> submissions being (peer) assessed more
|
||||
to go smoothly (see the help page on that option for more details). Note
|
||||
that doing this will result in <b>some</b> submissions being (peer) assessed more
|
||||
times and some less times than the majority of the submissions.</p>
|
||||
|
||||
<p>When a student has made an assessment their peer can see that assessment. The
|
||||
student who submitted the work can comment on the assessment if that option
|
||||
was chosen for the assignment. </p></li>
|
||||
|
||||
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
|
||||
students are not allowed to make any submissions, that includes re-submissions.
|
||||
<p>When a student has made an assessment their peer can see that assessment. The
|
||||
student who submitted the work can comment on the assessment if that option
|
||||
was chosen for the assignment. </p></li>
|
||||
|
||||
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
|
||||
students are not allowed to make any submissions, that includes re-submissions.
|
||||
Students who have not made a submission are told that submissions are no longer
|
||||
allowed and they are <b>not</b> shown any (peer) submissions to assess.</p></li>
|
||||
|
||||
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
|
||||
to allow the students to see their final grades in detail. The individual
|
||||
assessments which contribute to the final grade of each submission can be
|
||||
|
||||
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
|
||||
to allow the students to see their final grades in detail. The individual
|
||||
assessments which contribute to the final grade of each submission can be
|
||||
easily reviewed.</p>
|
||||
|
||||
<p>The students (and the teacher) are shown an optional "League Table"
|
||||
of the student submissions. These are listed in order of grade, the top submission
|
||||
is first.</p></li>
|
||||
of the student submissions. These are listed in order of grade, the top submission
|
||||
is first.</p></li>
|
||||
</ol>
|
||||
|
||||
<p>At any phase of the assignment the teacher can open the
|
||||
"Administration" page. This shows the current state of the
|
||||
assignment. It lists the Teacher's example submissions (if any), the
|
||||
students' assessments (of the teacher's examples, their own work, and of
|
||||
other students' submissions), and the submissions of the students. The
|
||||
teacher can use this page to assess and re-assess submissions, delete
|
||||
submissions and assessments, and generally watch the progress of the
|
||||
<p>At any phase of the assignment the teacher can open the
|
||||
"Administration" page. This shows the current state of the
|
||||
assignment. It lists the Teacher's example submissions (if any), the
|
||||
students' assessments (of the teacher's examples, their own work, and of
|
||||
other students' submissions), and the submissions of the students. The
|
||||
teacher can use this page to assess and re-assess submissions, delete
|
||||
submissions and assessments, and generally watch the progress of the
|
||||
assignment.</p>
|
||||
|
||||
|
||||
@@ -1,21 +1,21 @@
|
||||
<p align="center"><b>Number of Attachment expected on Submissions</b></p>
|
||||
|
||||
<p>The number entered here determines how many "upload boxes" are
|
||||
shown when the student submits a piece of work. The number can be zero,
|
||||
<p>The number entered here determines how many "upload boxes" are
|
||||
shown when the student submits a piece of work. The number can be zero,
|
||||
that is no attachments are allowed. If attachments are expected, the number
|
||||
is set to 1, 2, up to 5. Normally the number will be 0 or 1, but in some
|
||||
is set to 1, 2, up to 5. Normally the number will be 0 or 1, but in some
|
||||
assignments the students may be asked to submit more than one attachment.</p>
|
||||
|
||||
<p>If the number is set to 3, say, and the student only attaches two files to
|
||||
their submission, the two files are attached and there is <b>no</b> warning
|
||||
message. Thus, when submitting work (in a single operation) students can
|
||||
attach an arbitary number of files to their submissions, up to the maximum
|
||||
<p>If the number is set to 3, say, and the student only attaches two files to
|
||||
their submission, the two files are attached and there is <b>no</b> warning
|
||||
message. Thus, when submitting work (in a single operation) students can
|
||||
attach an arbitrary number of files to their submissions, up to the maximum
|
||||
number given by this option.</p>
|
||||
|
||||
<p>Note this option does <b>not</b> set the maximum number of attachments a student
|
||||
can add to their submission. It just determines how many "upload
|
||||
<p>Note this option does <b>not</b> set the maximum number of attachments a student
|
||||
can add to their submission. It just determines how many "upload
|
||||
boxes" are shown. The student is free to add more attachments to their
|
||||
submission by editing that submission. This would be unusual.</p>
|
||||
|
||||
<p>The default value for this option is zero, that is no attachments are
|
||||
<p>The default value for this option is zero, that is no attachments are
|
||||
required.</p>
|
||||
|
||||
@@ -1,26 +1,26 @@
|
||||
<p align="center"><b>The Over Allocation Level</b></p>
|
||||
|
||||
<p>This level determines whether the allocation of peer assessments to the class
|
||||
is balanced or not. Here the term "balanced" applies to the number
|
||||
of times each student submission is allocated for (peer) assessment. When the
|
||||
Over Allocation Level is set to ZERO, all the submissions are allocated the same
|
||||
number of times, that is, the allocation is balanced. When the Level is set to ONE
|
||||
then some of the submissions may be alocated once more than other allocations
|
||||
(and it follows from this that some of the submissions may be allocated once
|
||||
less than other allocations), that is the allocation is unbalanced. Similiarly if the
|
||||
<p>This level determines whether the allocation of peer assessments to the class
|
||||
is balanced or not. Here the term "balanced" applies to the number
|
||||
of times each student submission is allocated for (peer) assessment. When the
|
||||
Over Allocation Level is set to ZERO, all the submissions are allocated the same
|
||||
number of times, that is, the allocation is balanced. When the Level is set to ONE
|
||||
then some of the submissions may be allocated once more than other allocations
|
||||
(and it follows from this that some of the submissions may be allocated once
|
||||
less than other allocations), that is the allocation is unbalanced. Similarly if the
|
||||
Level is set to TWO then a greater unbalance is allowed.</p>
|
||||
|
||||
<p>Ideally all peer assessments should be balanced. However, the disadvantage
|
||||
is that some students will not have their full quota of submissions to assess
|
||||
until AFTER the last student has submitted their work. When the Over Allocation
|
||||
Level is set to ONE, then most students will find that they have their full
|
||||
"quota" of submissions to assess and they do <b>not</b> have to
|
||||
wait for late submissions. Waiting for late submissions should be even rarer
|
||||
<p>Ideally all peer assessments should be balanced. However, the disadvantage
|
||||
is that some students will not have their full quota of submissions to assess
|
||||
until AFTER the last student has submitted their work. When the Over Allocation
|
||||
Level is set to ONE, then most students will find that they have their full
|
||||
"quota" of submissions to assess and they do <b>not</b> have to
|
||||
wait for late submissions. Waiting for late submissions should be even rarer
|
||||
when the level is set to TWO.</p>
|
||||
|
||||
<p>So in a Workshop assignment where the number of peer assessments is
|
||||
set to 5, and there is no concerns that some of the submissions will be (peer)
|
||||
assessed 4 times, some 5 times and others 6 times, then the assignment
|
||||
will "flow" smoother and the the students will not have to wait so
|
||||
long (if at all) for others to submit work if the Over Allocation Level is
|
||||
<p>So in a Workshop assignment where the number of peer assessments is
|
||||
set to 5, and there is no concerns that some of the submissions will be (peer)
|
||||
assessed 4 times, some 5 times and others 6 times, then the assignment
|
||||
will "flow" smoother and the students will not have to wait so
|
||||
long (if at all) for others to submit work if the Over Allocation Level is
|
||||
changed from its default value of ZERO and set to ONE.</p>
|
||||
|
||||
@@ -1,24 +1,24 @@
|
||||
<p align="center"><b>Re-grading Student Assessments</b></p>
|
||||
|
||||
<p>This link re-calculates the "Grading grades" of all the student
|
||||
<p>This link re-calculates the "Grading grades" of all the student
|
||||
assessments which have a corresponding teacher assessment. Normally it is
|
||||
<b>not</b> necessary to action this re-calculation. Student assessments
|
||||
are automatically graded after the teacher has assessed the relavant piece
|
||||
are automatically graded after the teacher has assessed the relevant piece
|
||||
of work from the student.</p>
|
||||
|
||||
<p>If, however, the Grading grades are felt to be too high or too low the
|
||||
teacher may wish to change the "Comparison of Assessments" option
|
||||
(by Updating the Exercise). The default value of this option is
|
||||
"Fair". If the grading grades are too high then setting the
|
||||
<p>If, however, the Grading grades are felt to be too high or too low the
|
||||
teacher may wish to change the "Comparison of Assessments" option
|
||||
(by Updating the Exercise). The default value of this option is
|
||||
"Fair". If the grading grades are too high then setting the
|
||||
option to either "Strict" or "Very Strict" will reduce
|
||||
the grades. Or alternatively if the grades are too low, setting the option
|
||||
the grades. Or alternatively if the grades are too low, setting the option
|
||||
to " Lax" or "Very Lax" will increase the grades.</p>
|
||||
|
||||
<p>If a change to the Grading grades is required the steps are:
|
||||
<ol>
|
||||
<li>Update the Workshop with the new value of the Comparison of Assessments
|
||||
option;</li>
|
||||
<li>Go to to the Workshop's Administration page and click on the
|
||||
<li>Go to the Workshop's Administration page and click on the
|
||||
"Re-grade Student Assessments" link.</li>
|
||||
</ol>
|
||||
The new grades will be displayed. These process can be safely repeated.</p>
|
||||
|
||||
@@ -1,11 +1,11 @@
|
||||
<p align="center"><b>Specimen Assessment Form</b></p>
|
||||
|
||||
<p>This page shows shows the details of the actual form used to grade
|
||||
your assignment. It will be used by the teacher to grade your work. Further,
|
||||
in a peer graded asignment, the same form will be used by yourself and
|
||||
your fellow students to grade the submitted pieces of work.</p>
|
||||
|
||||
<p>Please note that although you can change the grades on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by the teacher and possibly by you
|
||||
during this assignment.</p>
|
||||
<p>This page shows the details of the actual form used to grade
|
||||
your assignment. It will be used by the teacher to grade your work. Further,
|
||||
in a peer graded assignment, the same form will be used by yourself and
|
||||
your fellow students to grade the submitted pieces of work.</p>
|
||||
|
||||
<p>Please note that although you can change the grades on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by the teacher and possibly by you
|
||||
during this assignment.</p>
|
||||
|
||||
@@ -1,31 +1,31 @@
|
||||
<p align="center"><b>Submission of Teacher's Examples</b></p>
|
||||
|
||||
<p>If the students are required to assess some example pieces of work
|
||||
before submitting their own work, the teacher uses this link to submit
|
||||
that work. The teacher can submit any number of pieces of work. If the
|
||||
number of pieces of work is greater than the number of example
|
||||
assessments each student must make, then the work is allocated in a
|
||||
random but balanced fashion. The system tries to assure that each of
|
||||
the examples is allocated to the students the same number of times.
|
||||
The allocation is random in that if, say, ten examples are submitted then
|
||||
it is highly unlikely that the first student is allocated submissions
|
||||
1, 2 and 3 to assess.</p>
|
||||
<p>If the students are required to assess some example pieces of work
|
||||
before submitting their own work, the teacher uses this link to submit
|
||||
that work. The teacher can submit any number of pieces of work. If the
|
||||
number of pieces of work is greater than the number of example
|
||||
assessments each student must make, then the work is allocated in a
|
||||
random but balanced fashion. The system tries to assure that each of
|
||||
the examples is allocated to the students the same number of times.
|
||||
The allocation is random in that if, say, ten examples are submitted then
|
||||
it is highly unlikely that the first student is allocated submissions
|
||||
1, 2 and 3 to assess.</p>
|
||||
|
||||
<p>If the teacher submits a fewer number of examples than given
|
||||
in the corresponding parameter of the assignment, the students
|
||||
are given just those examples to assess.</p>
|
||||
|
||||
<p>After the teacher has submitted the examples it is important for the
|
||||
teacher to assess these examples. The assessments by the teacher are used
|
||||
in the corresponding parameter of the assignment, the students
|
||||
are given just those examples to assess.</p>
|
||||
|
||||
<p>After the teacher has submitted the examples it is important for the
|
||||
teacher to assess these examples. The assessments by the teacher are used
|
||||
internally when the students assess these examples. The closer the teacher
|
||||
and the student are the higher the "grading grade" awarded to the
|
||||
student. The assessments made by the teacher are private to the teacher,
|
||||
they are NOT show to the students at any stage during the assignment. The
|
||||
grades awarded to the students for these assessments are, however,
|
||||
displayed to the students. Once graded, the students are given an
|
||||
oportunity to re-assess the example if they to get a better grading grade.
|
||||
student. The assessments made by the teacher are private to the teacher,
|
||||
they are NOT show to the students at any stage during the assignment. The
|
||||
grades awarded to the students for these assessments are, however,
|
||||
displayed to the students. Once graded, the students are given an
|
||||
opportunity to re-assess the example if they to get a better grading grade.
|
||||
</p>
|
||||
|
||||
<p>The examples and their assessments can be viewed and revised from the
|
||||
|
||||
<p>The examples and their assessments can be viewed and revised from the
|
||||
Administration page of the workshop.
|
||||
</p>
|
||||
|
||||
@@ -1,23 +1,23 @@
|
||||
<p align="center"><b>Weight of Teacher's Assessments</b></p>
|
||||
|
||||
<p>This option, usually set at 1, can be used to either "switch off"
|
||||
any assessments made by the teacher, to give them an equal weight as the
|
||||
student assessments, or give them more weight than the student assessemnts.</p>
|
||||
<p>This option, usually set at 1, can be used to either "switch off"
|
||||
any assessments made by the teacher, to give them an equal weight as the
|
||||
student assessments, or give them more weight than the student assessments.</p>
|
||||
|
||||
<p>The normal value for this option is 1. This gives the teacher's assessments
|
||||
the same weight as student assessments.</p>
|
||||
|
||||
<p>There may arise circumstances when it is felt that the students are consistently
|
||||
"over grading" assessments, that is giving their peers too high a
|
||||
grade. The oposite may happen when the peer grading is too low (but that is
|
||||
more unusual). The poor grading by the students can be compensated, to a
|
||||
grade. The opposite may happen when the peer grading is too low (but that is
|
||||
more unusual). The poor grading by the students can be compensated, to a
|
||||
degree, by increasing the value of this option. Setting the value to 5, for
|
||||
example, means that if there are 5 student assessments of each submission,
|
||||
say, then the teacher's assessment has the same weight (in dropping suspect
|
||||
assessments and in determining the grade)
|
||||
example, means that if there are 5 student assessments of each submission,
|
||||
say, then the teacher's assessment has the same weight (in dropping suspect
|
||||
assessments and in determining the grade)
|
||||
as all 5 of the student assessments. Further in the analysis of assessments,
|
||||
student assessments which do not agree with that of the teacher are more
|
||||
likely to be dropped when this option is greater than one. The remaining
|
||||
student assessments which do not agree with that of the teacher are more
|
||||
likely to be dropped when this option is greater than one. The remaining
|
||||
assessments are closer to the teacher's grade thus giving even more weight
|
||||
to the teacher's assessment.</p>
|
||||
|
||||
|
||||
@@ -1,10 +1,10 @@
|
||||
<p align="center"><b>UnGraded Assessments (Student Submissions)</b></p>
|
||||
|
||||
<p><b>Assessment of Student Submissions</b> These are the peer assessments
|
||||
made by students on eachother's work. In general, these assessments do NOT
|
||||
have to be graded by the teacher. Provided each of the student submissions is
|
||||
assessed about five times, the system can make a reasonable judgement on
|
||||
the inidivual assessment performance of the students. When the number of
|
||||
peer assessments is low then the teacher may want to grade these
|
||||
assessments. Any grades given to the assessments can be taken into account
|
||||
when calculating the final grades for the students.</p>
|
||||
made by students on each other's work. In general, these assessments do NOT
|
||||
have to be graded by the teacher. Provided each of the student submissions is
|
||||
assessed about five times, the system can make a reasonable judgement on
|
||||
the individual assessment performance of the students. When the number of
|
||||
peer assessments is low then the teacher may want to grade these
|
||||
assessments. Any grades given to the assessments can be taken into account
|
||||
when calculating the final grades for the students.</p>
|
||||
Reference in New Issue
Block a user