Version 3 updates
This commit is contained in:
rkingdon
@@ -0,0 +1,9 @@
|
||||
<p align="center"><b>Handling of Re-takes</b></p>
|
||||
|
||||
<p>When students are allowed to re-take the lesson, this option allows the
|
||||
teacher to show the grade for the lesson in, for example, the Grades page,
|
||||
as either the <b>mean</b>, this is average, of the grades over the first
|
||||
and subsequent tries or as the grade from the students' <b>best</b> tries.</p>
|
||||
|
||||
<p>This option can be changed at any time.</p>
|
||||
|
||||
@@ -0,0 +1,111 @@
|
||||
<P ALIGN=CENTER><B>Importing new questions</B></P>
|
||||
|
||||
<P>This function allows you to import questions from
|
||||
external text files, uploaded through a form.
|
||||
|
||||
<P>A number of file formats are supported:
|
||||
|
||||
<P><B>GIFT format</B></P>
|
||||
<ul>
|
||||
<p>GIFT is the most comprehensive import format available for importing
|
||||
Moodle quiz questions from a text file. It was designed to be an easy
|
||||
method for teachers writing questions as a text file. It supports Multiple-Choice,
|
||||
True-False, Short Answer, Matching and Numerical questions, as well as insertion
|
||||
of a _____ for the "missing word" format. Various question-types can be
|
||||
mixed in a single text file, and the format also supports line comments, question names,
|
||||
feedback and percentage-weight grades. Below are some examples:</p>
|
||||
<pre>
|
||||
Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}
|
||||
|
||||
Grant is {~buried =entombed ~living} in Grant's tomb.
|
||||
|
||||
Grant is buried in Grant's tomb.{FALSE}
|
||||
|
||||
Who's buried in Grant's tomb?{=no one =nobody}
|
||||
|
||||
When was Ulysses S. Grant born?{#1822}
|
||||
</pre>
|
||||
|
||||
<p align=right><a href="help.php?file=formatgift.html&module=quiz">More info about the "GIFT" format</a></p>
|
||||
</ul>
|
||||
|
||||
<P><B>Aiken format</B></P>
|
||||
<ul>
|
||||
<p>The Aiken format is a very simple way of creating multiple choice questions using a very clear human-readable format. Here is an example of the format:</p>
|
||||
<pre>
|
||||
What is the purpose of first aid?
|
||||
A. To save life, prevent further injury, preserve good health
|
||||
B. To provide medical treatment to any injured or wounded person
|
||||
C. To prevent further injury
|
||||
D. To aid victims who may be seeking help
|
||||
ANSWER: A
|
||||
</pre>
|
||||
|
||||
<p align=right><a href="help.php?file=formataiken.html&module=quiz">More info about the "Aiken" format</a></p>
|
||||
</ul>
|
||||
|
||||
|
||||
<P><B>Missing Word</B></P>
|
||||
<UL>
|
||||
<P>This format only supports multiple choice questions.
|
||||
Each answer is separated with a tilde (~), and the correct answer is
|
||||
prefixed with an equals sign (=). Here is an example:
|
||||
|
||||
<BLOCKQUOTE>As soon as we begin to explore our body parts as infants
|
||||
we become students of {=anatomy and physiology ~reflexology
|
||||
~science ~experiment}, and in a sense we remain students for life.
|
||||
</BLOCKQUOTE>
|
||||
|
||||
<p align=right><a href="help.php?file=formatmissingword.html&module=quiz">More info about the "Missing Word" format</a></p>
|
||||
</UL>
|
||||
|
||||
|
||||
<P><B>AON</B></P>
|
||||
<UL>
|
||||
<P>This is the same as Missing Word Format, except that after importing
|
||||
the questions all Short-Answer questions are converted four at a time
|
||||
into Matching Questions.</P>
|
||||
<p>Additionally, the answers of multiple-choice questions are randomly
|
||||
shuffled during the import.
|
||||
<p>It's named after an organisation that sponsored the development of many
|
||||
quiz features</p>
|
||||
</UL>
|
||||
|
||||
|
||||
<P><B>Blackboard</B></P>
|
||||
<UL>
|
||||
<P>This module can import questions saved in Blackboard's export
|
||||
format. It relies on XML functions being compiled into your PHP.</P>
|
||||
|
||||
<p align=right><a href="help.php?file=formatblackboard.html&module=quiz">More info about the "Blackboard" format</a></p>
|
||||
</UL>
|
||||
|
||||
<P><B>Course Test Manager</B></P>
|
||||
<UL>
|
||||
<P>This module can import questions saved in a Course Test Manager test bank.
|
||||
It relies on different ways of accessing the test bank, which is in a Microsoft Access
|
||||
database, depending on whether Moodle is running on a Windows or Linux web server.</P>
|
||||
<p>On Windows it lets you upload the access database just like any other data import file.</p>
|
||||
<p>On Linux, you must set up a windows machine on the same network with the Course Test
|
||||
Manager database and a piece of software called the ODBC Socket Server, which uses XML
|
||||
to transfer data to moodle on the Linux server.</p> <p>Please read the full help file below before
|
||||
using this import class.</p>
|
||||
|
||||
|
||||
<p align=right><a href="help.php?file=formatctm.html&module=quiz">More info about the "CTM" format</a></p>
|
||||
</UL>
|
||||
|
||||
<P><B>Custom</B></P>
|
||||
<UL>
|
||||
<P>If you have your own format that you need to import, you can
|
||||
implement it yourself by editing mod/quiz/format/custom.php
|
||||
|
||||
<P>The amount of new code needed is quite small - just enough
|
||||
to parse a single question from given text.
|
||||
|
||||
<p align=right><a href="help.php?file=formatcustom.html&module=quiz">More info about the "Custom" format</a></p>
|
||||
</UL>
|
||||
|
||||
|
||||
<P>More formats are yet to come, including WebCT, IMS QTI and whatever else
|
||||
Moodle users can contribute! </p>
|
||||
@@ -1,7 +1,14 @@
|
||||
<p align="center"><b>The Maximum Number of Answers in a Lesson</b></p>
|
||||
|
||||
<p>This value determines the maximum number of answers the teacher can use.
|
||||
The default value is 4. If the lesson uses only TRUE or FALSE
|
||||
The default value is 4. If the lesson uses only, say, TRUE or FALSE
|
||||
questions throughout then it is sensible to set this value to 2.</p>
|
||||
|
||||
<p>It is safe to change this value in a lesson with existing content.</p>
|
||||
<p>This parameter also sets the maximum number of Branches that can be used in
|
||||
a Branch Table.</p>
|
||||
|
||||
<p>It is safe to change the value of this parameter in a lesson with existing
|
||||
content. In fact if you want to add a question with many choices or a long
|
||||
Branch table changing this parameter will be necessary. After the (unusual)
|
||||
question or BranchTable has been added this parameter can be reduced to a
|
||||
more "standard" value.</p>
|
||||
|
||||
@@ -0,0 +1,31 @@
|
||||
<p align="center"><b>The Minimum Number of Questions in a Lesson</b></p>
|
||||
|
||||
<p>When a lesson contains one or more Branch Tables the teacher should
|
||||
normally set this parameter. Its value sets a lower limit on the number of
|
||||
quesions seen when a grade is calculated. It does <b>not</b> force students
|
||||
to answer that many questions in the lesson</p>
|
||||
|
||||
<p>For example, setting this parameter to, say, 20, will ensure that grades are
|
||||
given as though the students have seen <b>at least</b> this number of
|
||||
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
|
||||
correctly. They then choose to end the lesson (assuming there is that option
|
||||
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
|
||||
branches and sees, say, 25 pages and answers all but two of the questions
|
||||
correctly, then their grade would be 23 out of 25, that is 92%.</p>
|
||||
|
||||
<p>If this parameter is used, then the opening page of the lesson should say
|
||||
something like:<p>
|
||||
|
||||
<p><blockquote>In this lesson you are expected to attempt at least n questions.
|
||||
You can attempt more if you wish. However, if you attempt less than n
|
||||
questions your grade will be calculated as though you attempted n.</blockquote></p>
|
||||
|
||||
<p>Where obviously "n" is replaced by the actual value this parameter
|
||||
has been given.</p>
|
||||
|
||||
<p>When this parameter is set students are told how many questions they
|
||||
have attempted and how many they are expected to attempt.
|
||||
@@ -5,7 +5,7 @@
|
||||
the lesson in a logical way, beginning at the start and ending at the end.</p>
|
||||
|
||||
<p>However, the lesson module can also be used as a type of <i>Flash Card</i> assignment.
|
||||
The student is show some information (optional) and a question in basically a random
|
||||
The student is shown some information (optional) and a question in basically a random
|
||||
order. There is no set beginning and no set end. Just a set of <i>Cards</i> shown one after
|
||||
another in no particular order.</p>
|
||||
|
||||
|
||||
@@ -1,8 +1,10 @@
|
||||
<p align="center"><b>Overview</b></p>
|
||||
|
||||
<ol>
|
||||
<li>A lesson is made up of a number of <b>pages</b>.
|
||||
<li>A page contains some <b>content</b> and it normally ends with a <b>question</b>.
|
||||
<li>A lesson is made up of a number of <b>pages</b> and optionally <b>branch
|
||||
tables</b>.
|
||||
<li>A page contains some <b>content</b> and it normally ends with a
|
||||
<b>question</b>. Thus the term <b>Question Page</b>.
|
||||
<li>Each page normally has a set of <b>answers</b>.
|
||||
<li>Each answer can have a short piece of text which is displayed if the answer is
|
||||
chosen. This piece of text is called the <b>response</b>.
|
||||
@@ -21,10 +23,12 @@
|
||||
(Although if the jumps are <i>not</i> changed from their default values
|
||||
the two are strongly related.) The teacher has the option to check the
|
||||
navigation order.
|
||||
<li>When displayed to the students, the answers are always 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.)
|
||||
<li>When displayed to the students, the answers are usually shuffled. That is,
|
||||
the first answer from the teacher's point of view will not necessarily be
|
||||
the first answer in the list shown to the students. (Further, each time the
|
||||
same set of answers is displayed they are likely to appear in a different
|
||||
order.) The exception is sets of answers for matching-type questions, here
|
||||
the answers are shown in the same order as input by the teacher.
|
||||
<li>The number of answers can vary from page to page. For example, it is allowed
|
||||
that some pages can end with a true/false question while others have questions
|
||||
with one correct answer and three, say, distractors.
|
||||
@@ -42,14 +46,54 @@
|
||||
to that page may well be different for the two answers.)
|
||||
<li>In the teacher's view of the lesson the correct answers have underlined Answer
|
||||
Labels.
|
||||
<li><b>Branch tables</b> are simply pages which have a set of links to other
|
||||
pages in the lesson. Typically a lesson may start with a branch table which
|
||||
acts as a <b>Table of Contents</b>.
|
||||
<li>Each link in a branch table has two components, a description and the title
|
||||
of the page to jump to.
|
||||
<li>A branch table effectively divides the lesson into a number of
|
||||
<b>branches</b> (or sections). Each branch can contain a number of pages
|
||||
(probably all related to the same topic). The end of a branch is usually
|
||||
marked by an <b>End of Branch</b> page. This is a special page which, by
|
||||
default, returns the student back to the preceeding branch table. (The
|
||||
"return" jump in an End of Branch page can be changed, if
|
||||
required, by editing the page.)
|
||||
<li>There can be more than one branch table in a lesson. For example, a lesson
|
||||
might usefully be structured so that specialist points are sub-branches
|
||||
within the main subject branches.
|
||||
<li>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
|
||||
table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
|
||||
option is for the last branch in the lesson (here "last" is used
|
||||
in the logical ordering sense) to simply continue to the end of the lesson,
|
||||
that is, it is <i>not</i> terminated by an End of Branch page.
|
||||
<li>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
|
||||
calculated. Without this parameter a student might visit a single branch
|
||||
in the lesson, answer all its questions correctly and leave the lesson
|
||||
with the maximum grade.
|
||||
<li>Further, when a branch table is present a student has the opportunity of
|
||||
re-visiting the same branch more than once. However, the grade is
|
||||
calculated using the number of <i>unique</i> questions answered. So
|
||||
repeatedly answering the same set of questions does <i>not</i> increase
|
||||
the grade. (In fact, the reverse is true, it lowers the grade as the count
|
||||
of the number of pages seen is used in the denominator when calculating
|
||||
grades does include repeats.) In order to give students a fair idea of
|
||||
their progress in the lesson, they are shown details of how many questions
|
||||
they are answered correctly, number of pages seen, and their current grade
|
||||
on every branch table page.
|
||||
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
|
||||
or by jumping to the next page from the last (logical) page of the lesson. When the
|
||||
end of the lesson is reached, the student receives a congratulations message and is
|
||||
shown their grade. The grade is (the number of correct answers checked / number of
|
||||
shown their grade. The grade is (the number of questions correctly answered / number of
|
||||
pages seen) * the grade of the lesson.
|
||||
<li>If the end of the lesson is <i>not</i> reached, when the student goes into the
|
||||
lesson they are given the choice of starting at the begining or picking up the lesson
|
||||
where they answered their last correct answer.
|
||||
<li> For a lesson which allow re-takes, students are allowed to re-take the lesson until
|
||||
they have achieved the maximum grade.
|
||||
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
|
||||
when the student goes into the lesson again they are given the choice of
|
||||
starting at the begining or picking up the lesson where they answered their
|
||||
last correct answer.
|
||||
<li> For a lesson which allow re-takes, the teacher has the choice of using the
|
||||
best grade or the average of the grades as the "final" grade from
|
||||
the lesson. That grade is shown on the Grades page, for example.
|
||||
</ol>
|
||||
|
||||
|
||||
@@ -7,10 +7,13 @@
|
||||
then the students should not be allowed to re-take the lesson.</p>
|
||||
|
||||
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
|
||||
in the Grades page are the grades from their <b>best</b> attempts of the lesson.
|
||||
However, the <b>Question Analysis</b> always uses the answers from the
|
||||
first attempts of the lesson, subsequent attempts are ignored.</p>
|
||||
in the Grades page are either their <b>average</b> grade over the re-takes
|
||||
or their <b>best</b> grade for the lesson. The next parameter determines
|
||||
which of these two grading alternatives is used.</p>
|
||||
|
||||
<p>Note that the <b>Question Analysis</b> always uses the answers from the
|
||||
first tries of the lesson, subsequent re-takes by students are ignored.</p>
|
||||
|
||||
<p>By default this option is <b>Yes</b>, meaning that students are allowed to re-take
|
||||
the lesson. It is expected that only in exceptional circumstances will this
|
||||
option be set to <b>No</b>.
|
||||
<p>By default this option is <b>Yes</b>, meaning that students are allowed to
|
||||
re-take the lesson. It is expected that only in exceptional circumstances
|
||||
will this option be set to <b>No</b>.
|
||||
|
||||
Reference in New Issue
Block a user