From 1d7bda4583148a049d9ac5388c2a9c5b54fcbcb9 Mon Sep 17 00:00:00 2001 From: gustav_delius Date: Sun, 13 Feb 2005 18:46:08 +0000 Subject: [PATCH] Fixed some typos. --- lang/en/help/exercise/administration.html | 36 +-- .../exercise/comparisonofassessments.html | 88 +++---- lang/en/help/exercise/elements.html | 86 +++---- lang/en/help/exercise/finalgrades.html | 12 +- lang/en/help/exercise/grading.html | 68 +++--- lang/en/help/exercise/gradingstrategy.html | 136 +++++------ lang/en/help/exercise/index.html | 2 +- lang/en/help/exercise/managing.html | 124 +++++----- lang/en/help/exercise/moreinfo.html | 136 +++++------ lang/en/help/exercise/nelements.html | 28 +-- lang/en/help/exercise/regrading.html | 20 +- lang/en/help/exercise/specimen.html | 16 +- lang/en/help/exercise/takeownership.html | 18 +- lang/en/help/forum/rssarticles.html | 2 +- lang/en/help/forum/subscription2.html | 14 +- lang/en/help/index.html | 68 +++--- lang/en/help/lesson/jumpto.html | 12 +- lang/en/help/lesson/maxattempts.html | 4 +- lang/en/help/lesson/minquestions.html | 16 +- lang/en/help/lesson/overview.html | 68 +++--- lang/en/help/lesson/questiontypes.html | 154 ++++++------- lang/en/help/lesson/retake.html | 14 +- .../en/help/questionnaire/respondenttype.html | 2 +- lang/en/help/quiz/calculated.html | 4 +- lang/en/help/quiz/categories.html | 8 +- lang/en/help/quiz/formatctm.html | 58 ++--- lang/en/help/quiz/formatwebct.html | 6 +- lang/en/help/quiz/index.html | 2 +- lang/en/help/quiz/multianswer.html | 16 +- lang/en/help/quiz/randomsamatch.html | 10 +- lang/en/help/quiz/requiresubnet.html | 14 +- lang/en/help/quiz/shortanswer.html | 10 +- lang/en/help/quiz/timelimit.html | 4 +- lang/en/help/resource/window.html | 22 +- lang/en/help/wiki.html | 218 +----------------- lang/en/help/wiki/howtowiki.html | 8 +- lang/en/help/wiki/setpageflags.html | 2 +- lang/en/help/wiki/wikiusage.html | 4 +- lang/en/help/workshop/addingacomment.html | 24 +- .../help/workshop/analysisofassessments.html | 8 +- lang/en/help/workshop/assignmenttype.html | 24 +- .../help/workshop/calculatingfinalgrade.html | 82 +++---- .../workshop/comparisonofassessments.html | 86 +++---- lang/en/help/workshop/elements.html | 80 +++---- lang/en/help/workshop/finalgrades.html | 28 +-- lang/en/help/workshop/grading.html | 42 ++-- lang/en/help/workshop/gradingassessments.html | 36 +-- lang/en/help/workshop/gradinggrade.html | 26 +-- lang/en/help/workshop/gradingstrategy.html | 126 +++++----- lang/en/help/workshop/gradingsubmissions.html | 14 +- .../help/workshop/includeteachersgrade.html | 12 +- lang/en/help/workshop/managing.html | 194 ++++++++-------- lang/en/help/workshop/managing2.html | 150 ++++++------ lang/en/help/workshop/nattachments.html | 20 +- lang/en/help/workshop/overallocation.html | 38 +-- lang/en/help/workshop/regrading.html | 16 +- lang/en/help/workshop/specimen.html | 18 +- .../help/workshop/submissionofexamples.html | 44 ++-- lang/en/help/workshop/teacherweight.html | 20 +- .../workshop/ungradedassessments_student.html | 14 +- 60 files changed, 1209 insertions(+), 1403 deletions(-) diff --git a/lang/en/help/exercise/administration.html b/lang/en/help/exercise/administration.html index d5092a9c7b1..5b9f89cf22f 100644 --- a/lang/en/help/exercise/administration.html +++ b/lang/en/help/exercise/administration.html @@ -1,33 +1,33 @@

Administration Page

-

This page allows the teacher to see the one or more descriptions for the +

This page allows the teacher to see the one or more descriptions for the Exercise, the student assessments and the student submissions. These items can be retitled, viewed or deleted by using the various links on the page. - The page also shows which piece of works have been submitted after the + The page also shows which piece of works have been submitted after the deadline, that is those submitted late.

The first table on this screen shows the teacher's submission(s). Normally - there is only one. This is the decsription of the exercise, it will + there is only one. This is the description of the exercise, it will normally contain instructions on what work should be done. If the teacher - has submitted more then one description they are listed here. Note that - once the Exercise is underway these submissions should NOT be + has submitted more then one description they are listed here. Note that + once the Exercise is underway these submissions should NOT be deleted. It is, however, safe to delete the teacher submissions while the Exercise is still in the Set Up phase.

-

The second table shows the student's (initial) assessment of their own work. - It shows the grade the student has given their work. If the teacher has - assessed the work, this table will also contain the "grading - grade" awarded to his assessment. This grade reflects how well the - student's assessment agrees with the teacher's assessment. The student's - assessment can be viewed. There is link on that page to change the grading +

The second table shows the student's (initial) assessment of their own work. + It shows the grade the student has given their work. If the teacher has + assessed the work, this table will also contain the "grading + grade" awarded to his assessment. This grade reflects how well the + student's assessment agrees with the teacher's assessment. The student's + assessment can be viewed. There is link on that page to change the grading grade should the teacher wish to do so.

-

The third table lists the submissions and their grades if the teacher has - assessed them. Submissions can be regraded or safely deleted. An asterix - (*) against a submission means that the student is allow to submit another - piece of work. For a particular student, this option can be easily changed - by simply re-assessing their submission and clicking on the appropriate - button at the foot of the assessment page, the assessment itself need not - be changed. Late work is shown with the date submitted in red. The late +

The third table lists the submissions and their grades if the teacher has + assessed them. Submissions can be regraded or safely deleted. An asterisk + (*) against a submission means that the student is allow to submit another + piece of work. For a particular student, this option can be easily changed + by simply re-assessing their submission and clicking on the appropriate + button at the foot of the assessment page, the assessment itself need not + be changed. Late work is shown with the date submitted in red. The late flag can be cleared by clicking on the link.

diff --git a/lang/en/help/exercise/comparisonofassessments.html b/lang/en/help/exercise/comparisonofassessments.html index 46c215db5b2..e8f2f91829e 100644 --- a/lang/en/help/exercise/comparisonofassessments.html +++ b/lang/en/help/exercise/comparisonofassessments.html @@ -1,68 +1,68 @@

Comparison of Assessments

-

In an exercise it is usual for a piece of work to be assessed twice. A - student assesses their work before submitting it and the teacher then - (re)assesses the work. The teacher's assessment uses the student's +

In an exercise it is usual for a piece of work to be assessed twice. A + student assesses their work before submitting it and the teacher then + (re)assesses the work. The teacher's assessment uses the student's assessment as the starting point. An exercise allows the teacher to award - a proportion of the grade to the student's assessment, the remainder of - the grade is allocated to the teacher's assessment of the work. (The - maximum grades for these are called "Grade for Student + a proportion of the grade to the student's assessment, the remainder of + the grade is allocated to the teacher's assessment of the work. (The + maximum grades for these are called "Grade for Student Assessments" and "Grade for Submissions" respectively.) Note - that the grade from the student's assessment is not used. The student's - assessment is given a grade based on how well it matches the teacher's + that the grade from the student's assessment is not used. The student's + assessment is given a grade based on how well it matches the teacher's assessment.

-

The degree of agreement between the student's and teacher's assessment is - based on the differences between the scores in individual elements +

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.

-

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 +

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%.

-

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 +

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.

During the course of the exercise 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 exercise. This can be safely performed at any + administration page of the exercise. This can be safely performed at any time in the exercise.

diff --git a/lang/en/help/exercise/elements.html b/lang/en/help/exercise/elements.html index 95aba557ab9..1ce1033be93 100644 --- a/lang/en/help/exercise/elements.html +++ b/lang/en/help/exercise/elements.html @@ -1,71 +1,71 @@

Assessment Elements

-

For ease of grading, a Exercise Assessment should have a reasonable - number of "Assessment Elements". Each element should cover - a particular aspect of the assessment. Typically an assessment 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.

- +

For ease of grading, a Exercise Assessment should have a reasonable + number of "Assessment Elements". Each element should cover + a particular aspect of the assessment. Typically an assessment 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.

+

The type of elements dependent on the assignment's grading strategy.

-

Not Graded. 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.

+

Not Graded. 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.

Accumulative Grading. The elements have the following three features:

    -
  1. 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.
    2. - -

  2. 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...

    +
  3. 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.
    4. -

    If custom scales are set up in the course, these can be used. Note, +

  4. 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...

    + +

    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.

    5. -
  5. The WEIGHT of the assessment element. By default the elements are given the same - importance when calculating the overall grade of the assignment. Weights can +
  6. The WEIGHT of the assessment element. By default the elements are given the same + importance when calculating the overall grade of the assignment. Weights can be assigned negative values, this is an experimental feature.
-

Error Banded Grading. The elements will normally describe certain items - or aspects which must be present in the assignment. The assessment is made on +

Error Banded Grading. 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 + 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.

+ 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.

-

Criterion Grading. The elements will give a set of "level" +

Criterion Grading. 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 each be self contained. The assessor must decide which - statement best fits each piece of work. The teacher must also relate each + 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 suggested grades.

Rubric Grading. This is similar to Criterion Grading but there is more - than one criteria. The number of criteria is given in the assignment - parameters. Within each criterion there can be up to five "level" + than one criteria. The number of criteria is given in the assignment + parameters. Within each criterion there can be up to five "level" statements. In a given assignment the number of levels can vary from criterion to criterion. When setting up a criterion a blank level statement signals the - end of the level statements. Thus some criteria may have two levels, others - have three, up to five levels. The criteria can be weighted. The levels are - scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of + end of the level statements. Thus some criteria may have two levels, others + have three, up to five levels. The criteria can be weighted. The levels are + scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these scores.

diff --git a/lang/en/help/exercise/finalgrades.html b/lang/en/help/exercise/finalgrades.html index 60c8e2743e8..e02132076f3 100644 --- a/lang/en/help/exercise/finalgrades.html +++ b/lang/en/help/exercise/finalgrades.html @@ -1,11 +1,11 @@

The Final Grades

The table on this screen lists the overall grades and their breakdown. The first grade is - the grade for the (inital) assessment. This is added to the grades given to each - 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.

+ the grade for the (initial) assessment. This is added to the grades given to each + 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.

-

The League table optionally lists the best submissions. The number of entries in - the table is set as one of the Exercise parameters. If that number is set to zero then - the League Table is not displayed. The table is in grade order with the best submission +

The League table optionally lists the best submissions. The number of entries in + the table is set as one of the Exercise parameters. If that number is set to zero then + the League Table is not displayed. The table is in grade order with the best submission first. Only a student's best submission is shown in the table.

diff --git a/lang/en/help/exercise/grading.html b/lang/en/help/exercise/grading.html index 8c7f90d5723..7ae7818db14 100644 --- a/lang/en/help/exercise/grading.html +++ b/lang/en/help/exercise/grading.html @@ -1,46 +1,46 @@

Grading of Assignments

In this Exercise the same Assessment Form is used by Students and Teachers - 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.

- + 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.

+

For Students

- -

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 before - you can submit your work. You can use it as a checklist. The form is not - 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 - not 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.

- -

If the teacher requests that you make changes to your work and to re-submit - it, you will not be asked to re-assess your "new" piece of - work. You only make this assessment "first time round".

- -

This (initial) assessment of your work is compared to the teacher's + +

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 before + you can submit your work. You can use it as a checklist. The form is not + 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 + not 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.

+ +

If the teacher requests that you make changes to your work and to re-submit + it, you will not be asked to re-assess your "new" piece of + work. You only make this assessment "first time round".

+ +

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.

-

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 +

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.

For the Teacher

-

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.

- -

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.

+

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.

+ +

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.

diff --git a/lang/en/help/exercise/gradingstrategy.html b/lang/en/help/exercise/gradingstrategy.html index b3e091117d6..fd872ec40cb 100644 --- a/lang/en/help/exercise/gradingstrategy.html +++ b/lang/en/help/exercise/gradingstrategy.html @@ -3,83 +3,83 @@

An Exercise assignment is quite flexible in the type of grading scheme used. This can be:

    -
  1. No grading: 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.
    2. - +
  2. No grading: 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.
    3. +
  3. Accumulative grading: 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.
    4. - + 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. +

    Elements have the following three features:

      -
    1. 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.
      2. - -

    2. 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...

      - -

      If custom scales are set up in the course, these can be used. Note, +

    3. 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.
      4. + +

    4. 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...

      + +

      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.

      5. -
    5. 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.
      6. +
    6. 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.

    -
  4. Error Banded Grading: 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.
    5. - -
  5. Criterion Grading: 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.
    6. +
  6. Error Banded Grading: 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.
    7. + +
  7. Criterion Grading: 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.
  8. Rubric 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 no adjustment option in this assessment type.
    9. + 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 no adjustment option in this assessment type.
diff --git a/lang/en/help/exercise/index.html b/lang/en/help/exercise/index.html index 27c878a8165..f6347a9ec53 100644 --- a/lang/en/help/exercise/index.html +++ b/lang/en/help/exercise/index.html @@ -1 +1 @@ -

Exercises

\ No newline at end of file +

Exercises

\ No newline at end of file diff --git a/lang/en/help/exercise/managing.html b/lang/en/help/exercise/managing.html index 72797c00b5f..7bbfae39e05 100644 --- a/lang/en/help/exercise/managing.html +++ b/lang/en/help/exercise/managing.html @@ -1,85 +1,85 @@

Managing an Exercise Assignment

An Exercise Assignment is slightly more complex than an ordinary assignment. - It involves three steps or phases. These are

+ It involves three steps or phases. These are

    -

  1. Set up Exercise 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.)

    - -

    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.

    - -

    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.

    2. - -

  2. Allow Students Assessments and Submissions 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.

    +

  3. Set up Exercise 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.)

    -

    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.

    - -

    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.

    +

    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.

    -

    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. +

    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.

    4. + +

  4. Allow Students Assessments and Submissions 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.

    + +

    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.

    + +

    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.

    + +

    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.

    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 not 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 not 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.

    5. - -

  5. Show Overall Grades and League Table 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.

    - -

    In this final phase, students cannot make any further submissions. - In effect the assignment is closed and the teacher has the option of showing + +

  6. Show Overall Grades and League Table 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.

    + +

    In this final phase, students cannot 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...

    - +

    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.

-

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. +

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.

- +

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.

+ 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.

diff --git a/lang/en/help/exercise/moreinfo.html b/lang/en/help/exercise/moreinfo.html index 74cca5dba41..09161384df5 100644 --- a/lang/en/help/exercise/moreinfo.html +++ b/lang/en/help/exercise/moreinfo.html @@ -1,87 +1,87 @@  Exercise -

An Exercise is a simple but powerful assignment. In an exercise the teacher +

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.

Before the start of the exercise the teacher sets up the exercise by -

  1. 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.
    2. - +
    1. 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.
      2. +
    2. 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")
      3. + 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")

    - +

    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.

    + 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.

    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!

    - -

    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!

    + +

    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.

    - -

    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.

    - -

    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 not 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.

    - -

    When all the submissions have been graded, the exercise is moved to the + +

    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.

    + +

    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 not 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.

    + +

    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 not used.)

    - -

    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.

    + +

    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.

    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.

    - + 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.

    + diff --git a/lang/en/help/exercise/nelements.html b/lang/en/help/exercise/nelements.html index cbfa9b1e69b..c934328b763 100644 --- a/lang/en/help/exercise/nelements.html +++ b/lang/en/help/exercise/nelements.html @@ -1,19 +1,19 @@

    Number of Comments, Elements, Bands, Criteria or Rubrics

    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.

    - -

    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.

    - -

    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.

    + +

    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.

    + +

    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.

    diff --git a/lang/en/help/exercise/regrading.html b/lang/en/help/exercise/regrading.html index 957df3f5a5d..3d891b30f94 100644 --- a/lang/en/help/exercise/regrading.html +++ b/lang/en/help/exercise/regrading.html @@ -1,23 +1,23 @@

    Re-grading Student Assessments

    -

    This link re-calculates the "Grading grades" of all the student - assessments. Normally it is not 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.

    +

    This link re-calculates the "Grading grades" of all the student + assessments. Normally it is not 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.

    -

    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 +

    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.

    If a change to the Grading grades is required the steps are:

    1. Update the Exercise with the new value of the Comparison of Assessments option;
      2. -
    2. Go to to the Exercise's Administration page and click on the +
    3. Go to the Exercise's Administration page and click on the "Re-grade Student Assessments" link.
    The new grades will be displayed. These process can be safely repeated.

    diff --git a/lang/en/help/exercise/specimen.html b/lang/en/help/exercise/specimen.html index 0a7736e2530..59f28559338 100644 --- a/lang/en/help/exercise/specimen.html +++ b/lang/en/help/exercise/specimen.html @@ -1,10 +1,10 @@

    Specimen Assessment Form

    -

    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.

    - -

    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.

    +

    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.

    + +

    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.

    diff --git a/lang/en/help/exercise/takeownership.html b/lang/en/help/exercise/takeownership.html index 1496d51b58d..65b9b9f6643 100644 --- a/lang/en/help/exercise/takeownership.html +++ b/lang/en/help/exercise/takeownership.html @@ -1,11 +1,11 @@

    Take Ownership of the Exercises

    -

    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.

    - -

    Apart from onwership, the submissions themselves are unchanged by this - procedure.

    \ No newline at end of file +

    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.

    + +

    Apart from ownership, the submissions themselves are unchanged by this + procedure.

    \ No newline at end of file diff --git a/lang/en/help/forum/rssarticles.html b/lang/en/help/forum/rssarticles.html index 1bc8d716ed3..8ce01cbc631 100644 --- a/lang/en/help/forum/rssarticles.html +++ b/lang/en/help/forum/rssarticles.html @@ -3,6 +3,6 @@

    This option allows you to select the number of articles to include in the RSS Feed.

    -

    A number between 5 and 20 should be appropiate for +

    A number between 5 and 20 should be appropriate for most forums. Increase it if the forum is very used.

    diff --git a/lang/en/help/forum/subscription2.html b/lang/en/help/forum/subscription2.html index 9b268eda5ac..7c6b35707eb 100644 --- a/lang/en/help/forum/subscription2.html +++ b/lang/en/help/forum/subscription2.html @@ -1,22 +1,22 @@

    Forum Subscription

    -

    When a person is subscribed to a forum it means that +

    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 maxeditingtime/60 ?> minutes +(posts are sent about maxeditingtime/60 ?> minutes after the post was first written).

    -

    People can usually choose whether or not they want to be +

    People can usually choose whether or not they want to be subscribed to each forum.

    -

    However, if you choose to force subscription on a particular forum +

    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.

    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).

    @@ -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.

    -

    Note how the "Yes, initially" option behaves when you update an exisitng +

    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.

    diff --git a/lang/en/help/index.html b/lang/en/help/index.html index 0ad7214b8d0..319aa4aa0cc 100755 --- a/lang/en/help/index.html +++ b/lang/en/help/index.html @@ -3,51 +3,51 @@

    General

    Administration

    Setting up courses

    Reading and Writing

    diff --git a/lang/en/help/lesson/jumpto.html b/lang/en/help/lesson/jumpto.html index de7fc2e27ba..bd14cb60041 100644 --- a/lang/en/help/lesson/jumpto.html +++ b/lang/en/help/lesson/jumpto.html @@ -1,13 +1,13 @@

    The Jump-to Link

    -

    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 This - page and Next page. This page means that the student sees the +

    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 This + page and Next page. This page means that the student sees the current page again. Next page 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 title.

    -

    Note that a (relative) Next page Jump-to link may show a different page +

    Note that a (relative) Next page Jump-to link may show a different page after pages have been moved. Whereas Jump-to links which use page titles always show the same page after pages have been moved.

    diff --git a/lang/en/help/lesson/maxattempts.html b/lang/en/help/lesson/maxattempts.html index f2be730daa3..54bba1125d5 100644 --- a/lang/en/help/lesson/maxattempts.html +++ b/lang/en/help/lesson/maxattempts.html @@ -1,7 +1,7 @@

    The Maximum Number of Attempts (by a Student)

    This value determines the maximum number of attempts a Student has - in aswering any of the questions in the lesson. In the case of questions + in answering any 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 escape routine to the next page in the lesson.

    @@ -16,7 +16,7 @@

    Note that this value is global parameter and that it applies to all the questions in the lesson regardless of their type.

    - +

    Note that this parameter does not 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 diff --git a/lang/en/help/lesson/minquestions.html b/lang/en/help/lesson/minquestions.html index 676bab189f7..dd68b37a8b3 100644 --- a/lang/en/help/lesson/minquestions.html +++ b/lang/en/help/lesson/minquestions.html @@ -1,19 +1,19 @@

    The Minimum Number of Questions in a Lesson

    -

    When a lesson contains one or more Branch Tables the teacher should +

    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 not force students + questions seen when a grade is calculated. It does not force students to answer that many questions in the lesson

    For example, setting this parameter to, say, 20, will ensure that grades are - given as though the students have seen at least this number of + given as though the students have seen at least 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%.

    @@ -21,7 +21,7 @@ something like:

    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.

    Where obviously "n" is replaced by the actual value this parameter diff --git a/lang/en/help/lesson/overview.html b/lang/en/help/lesson/overview.html index f12e9cc9fc9..a4ed2dac99a 100644 --- a/lang/en/help/lesson/overview.html +++ b/lang/en/help/lesson/overview.html @@ -3,28 +3,28 @@

    1. A lesson is made up of a number of pages and optionally branch tables.
      2. -
    2. A page contains some content and it normally ends with a +
    3. A page contains some content and it normally ends with a question. Thus the term Question Page.
    4. Each page normally has a set of answers.
    5. Each answer can have a short piece of text which is displayed if the answer is chosen. This piece of text is called the response.
      6. -
    6. Also associated with each answer is a jump. The jump can be relative - - this page, next page - or absolute - specifying any one of the pages in the +
    7. Also associated with each answer is a jump. 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.
      8. -
    8. By default, the first answer jumps to the next page in the lesson. - The subsequent answers jump to the same page. That is, the student is shown +
    9. By default, the first answer jumps to the next page 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. -
    10. The next page is determined by the lesson's logical order. This is - the order of the pages as seen by the teacher. This order can be altered +
    11. The next page is determined by the lesson's logical order. This is + the order of the pages as seen by the teacher. This order can be altered by moving pages within the lesson.
      12. -
    12. The lesson also has a navigation order. This is the order of the +
    13. The lesson also has a navigation order. 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 not 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.
      14. -
    14. 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 +
    15. 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.
    16. It is possible to set up a page without any answers. The students are shown a Continue link instead of the set of shuffled answers.
      17. -
    17. For the purposes of grading the lessons, correct answers are ones which - jump to a page which is further down the logical order than the current page. +
    18. For the purposes of grading the lessons, correct answers are ones which + jump to a page which is further down the logical order than the current page. Wrong answers are ones which either jump to the same page or to a page further up the logical order than the current page. Thus, if the jumps are - not changed, the first answer is a correct answer and the other answers are + not changed, the first answer is a correct answer and the other answers are wrong answers.
    19. 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.) -
    20. In the teacher's view of the lesson the correct answers have underlined Answer +
    21. In the teacher's view of the lesson the correct answers have underlined Answer Labels.
      22. -
    22. Branch tables are simply pages which have a set of links to other +
    23. Branch tables 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 Table of Contents.
    24. Each link in a branch table has two components, a description and the title of the page to jump to.
      25. -
    25. A branch table effectively divides the lesson into a number of - branches (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 End of Branch 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 +
    26. A branch table effectively divides the lesson into a number of + branches (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 End of Branch 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.)
    27. 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.
    28. 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) End of Lesson 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 not terminated by an End of Branch page.
    29. 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.
    30. 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 unique questions answered. So repeatedly answering the same set of questions does not 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.
      31. -
    31. The end of the lesson is reached by either jumping to that location explicitly +
    32. The end of the lesson 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.
    33. If the end of the lesson is not 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.
    34. 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 diff --git a/lang/en/help/lesson/questiontypes.html b/lang/en/help/lesson/questiontypes.html index 1062d8e4dd2..798327dde80 100644 --- a/lang/en/help/lesson/questiontypes.html +++ b/lang/en/help/lesson/questiontypes.html @@ -3,133 +3,133 @@

      The types of Questions currently supported by the Lesson module are:

        -

      1. Multichoice 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 +

      2. Multichoice 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.

        -

        Each answer can optionally have a response. If no response is - entered for an answer then the default reponse "That's the Correct +

        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.

        -

        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 +

        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 not 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.

        + 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.

        -

        There is variant of Multichoice questions called "Multichoice - Multianswer" 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 one up to the number of choices. (A Multichoice - Multianswer question with one correct answer is different from a - Multichoice question as the former allows the student the possibility of +

        There is variant of Multichoice questions called "Multichoice + Multianswer" 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 one up to the number of choices. (A Multichoice + Multianswer question with one correct answer is different from a + Multichoice question as the former allows the student the possibility of choosing more than one answer while the latter does not.)

        -

        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. +

        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 not 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).

        3. -

      3. Short Answer 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 +

      4. Short Answer 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.

        -

        By default the comparisons ignore the case of the text. There is an option +

        By default the comparisons ignore the case of the text. There is an option to make the comparisons case sensitive.

        -

        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 +

        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.

        -

        If an asterix (*) is actually needed in an answer, it should be entered as - \*, backslash asterix.

        5. +

        If an asterisk (*) is actually needed in an answer, it should be entered as + \*, backslash asterisk.

      5. True/False 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.

      6. Matching 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.

        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 - not 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 + not support custom responses, the student is told how many matches are correct or if all the matches are correct.

        -

        Unlike the Multichoice question where the choices are shown in a random +

        Unlike the Multichoice question where the choices are shown in a random order, the first list of items is not shuffled but shown in the same order as entered. This allows for "Ordered" 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.

        7. -

      7. Numerical 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 +

      8. Numerical 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 "Minimum:Maximum", that - is two 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 "Minimum:Maximum", that + is two 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).

        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"

        - +

        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!).

        9. diff --git a/lang/en/help/lesson/retake.html b/lang/en/help/lesson/retake.html index 2c34544542c..dc709260f1a 100644 --- a/lang/en/help/lesson/retake.html +++ b/lang/en/help/lesson/retake.html @@ -2,18 +2,18 @@

        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.

        -

        When the students are allowed to re-take the lesson, the grades shown - in the Grades page are either their average grade over the re-takes - or their best grade for the lesson. The next parameter determines +

        When the students are allowed to re-take the lesson, the grades shown + in the Grades page are either their average grade over the re-takes + or their best grade for the lesson. The next parameter determines which of these two grading alternatives is used.

        - -

        Note that the Question Analysis always uses the answers from the + +

        Note that the Question Analysis always uses the answers from the first tries of the lesson, subsequent re-takes by students are ignored.

        -

        By default this option is Yes, meaning that students are allowed to +

        By default this option is Yes, meaning that students are allowed to re-take the lesson. It is expected that only in exceptional circumstances will this option be set to No.

        diff --git a/lang/en/help/questionnaire/respondenttype.html b/lang/en/help/questionnaire/respondenttype.html index 8ab1a67c5e4..f5559b66107 100755 --- a/lang/en/help/questionnaire/respondenttype.html +++ b/lang/en/help/questionnaire/respondenttype.html @@ -1,6 +1,6 @@

        Survey response type

        You can display your users' full names with each response by setting this to "fullname".
        - 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".

        diff --git a/lang/en/help/quiz/calculated.html b/lang/en/help/quiz/calculated.html index bb3dec2b18e..c84eef1037f 100644 --- a/lang/en/help/quiz/calculated.html +++ b/lang/en/help/quiz/calculated.html @@ -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
        and two two-argument functions
        atan2, pow -
        and the functions min and max that can take two or more arguments. It is also possible to use the function pi that takes no arguments but do not forget the use the parentheses - the correct usage is pi(). Similary the other function must have their argument(s) within parentheses. Possible usage is for example sin({a}) + cos({b}) * 2. It should not be any problem to wrap functions within eachother like cos(deg2rad({a} + 90)) etc. +
        and the functions min and max that can take two or more arguments. It is also possible to use the function pi that takes no arguments but do not forget the use the parentheses - the correct usage is pi(). Similarly the other function must have their argument(s) within parentheses. Possible usage is for example sin({a}) + cos({b}) * 2. It should not be any problem to wrap functions within each other like cos(deg2rad({a} + 90)) etc.
        More details on how to use these PHP-style functions can be found in the documentation at the PHP web site

        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 Relative, Nominal and Geometric. 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:

        Relative: 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)
        This is useful if the magnitude of the correct answer can differ greatly between different wildcard values. -

        Nominal: This is the simpliest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)
        +

        Nominal: This is the simplest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)
        This tolerance type can be useful if the differences between different correct answers are small.

        Geometric: 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.
        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. diff --git a/lang/en/help/quiz/categories.html b/lang/en/help/quiz/categories.html index ea1a95fa755..ae9b054a3d6 100644 --- a/lang/en/help/quiz/categories.html +++ b/lang/en/help/quiz/categories.html @@ -5,9 +5,9 @@

        Each category consists of a name and a short description.

        -

        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 +

        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.

        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.

        -

        You can also arrange the categories in a heirarchy so +

        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.

        diff --git a/lang/en/help/quiz/formatctm.html b/lang/en/help/quiz/formatctm.html index 09716787255..1736a97b0be 100755 --- a/lang/en/help/quiz/formatctm.html +++ b/lang/en/help/quiz/formatctm.html @@ -1,23 +1,23 @@

        Importing "Course Test Manager" files

        -

        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 +

        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.

        -

        In order to import questions from CTM, you must have CTM installed on a Windows machine, and +

        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:

        • 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".
        • 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.
        -

        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) +

        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.

        The process is somewhat easier on a Windows-based moodle system. All you need to do to use the CTM import @@ -25,59 +25,59 @@ class is:

        1. 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.
          2. -
        2. 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 +
        3. 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.

        The process on a Linux-based moodle system includes a third-party software component called the ODBC Socket Server. 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. Do not 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:

        -
        1. Go to the windows system and unzip the install file you downloaded from +
          1. Go to the windows system and unzip the install file you downloaded from this site on the system.
            2. -
          2. 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.
            3. +
          3. 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.
          4. Install the ODBC Socket Server as a Service on the system with this command:
            <path you copied the file to in the step above>ODBCSocketServer.exe /Service
            You may do this by typing this command from Start->Run... dialog, or from a command prompt.
            5. -
          5. Open the Service Manager by either going to +
          6. Open the Service Manager by either going to Start->Settings->Control Panels->Administrative Tools->Services or by right-clicking on -My Computer, choosing Manage, then choosing Services and Applications->Services from -the right panel. You may also access the Service manager by typing services.msc in the Start->Run... +My Computer, choosing Manage, then choosing Services and Applications->Services from +the right panel. You may also access the Service manager by typing services.msc in the Start->Run... dialog
            7. -
          7. In the Service manager, right-click the ODBC Socket Server item and choose the Start item. It's status +
          8. In the Service manager, right-click the ODBC Socket Server item and choose the Start 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.
            9. -
          9. Make sure that the system.mda and ctm.mdb access data files are on the machine, +
          10. 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.
            11. -
          11. Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the +
          12. Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the "import questions from file" process. NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE WILL NOT 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!
          -

          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. +

          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.

          \ No newline at end of file diff --git a/lang/en/help/quiz/formatwebct.html b/lang/en/help/quiz/formatwebct.html index e6e101e2e3c..f2f3172a9f7 100644 --- a/lang/en/help/quiz/formatwebct.html +++ b/lang/en/help/quiz/formatwebct.html @@ -3,7 +3,7 @@

          The WebCT import filter is in development and does not support all of the WebCT question types.

          -

          At the time of writing this, only Multiple Choice and Short answer +

          At the time of writing this, only Multiple Choice and Short answer questions are supported.

          Here are some examples of these questions in a text file:

          @@ -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: diff --git a/lang/en/help/quiz/index.html b/lang/en/help/quiz/index.html index 3e3ff96dc2d..dcf2547b2bd 100644 --- a/lang/en/help/quiz/index.html +++ b/lang/en/help/quiz/index.html @@ -7,7 +7,7 @@
        2. Correct answers
        3. Creating multiple quizzes
        4. Descriptions
          5. -
        5. Each attempt buids on the last
          6. +
        6. Each attempt builds on the last
        7. Embedded Answers (Cloze)
        8. Grading method
        9. Importing questions
          10. diff --git a/lang/en/help/quiz/multianswer.html b/lang/en/help/quiz/multianswer.html index 478e0a944c5..c5eb91cdb23 100644 --- a/lang/en/help/quiz/multianswer.html +++ b/lang/en/help/quiz/multianswer.html @@ -1,21 +1,21 @@

          Embedded answers (Cloze)

          -

          This very flexible question type is similar to a +

          This very flexible question type is similar to a popular format known as the Cloze format.

          - -

          Questions consist of a passage of text (in Moodle format) that - has various answers embedded within it, including multiple choice, + +

          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.

          -

          There is currently no graphical interface to create these questions - - you need to specify the question format using the text box or by +

          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.

          - +

          Here is an example of the input text used to specify such a question:

          -