*** empty log message ***
This commit is contained in:
compuproggy
@@ -0,0 +1,14 @@
|
||||
<P ALIGN=CENTER><B>Anonymous Grading</B></P>
|
||||
|
||||
<P>A peer graded assignment can be graded anonymously. In this
|
||||
case the names (and any photos) of the students doing the grading
|
||||
are not shown. Only the (file) names of the submissions are used to identify
|
||||
the peices of work being graded.
|
||||
|
||||
<P>When the peer graded assignment is not graded anonymously, the
|
||||
pieces of work are shown with the names (and any photos) of the
|
||||
students who submitted the work. This may lead to bias in the gradings.
|
||||
|
||||
<P>Note that if the teacher's grades are shown to the students these are
|
||||
never shown anonymously.
|
||||
</P>
|
||||
@@ -0,0 +1,21 @@
|
||||
<P ALIGN=CENTER><B>Peer Graded Assignment Type</B></P>
|
||||
|
||||
<P>A peer graded assignment can have one of two types:
|
||||
|
||||
<OL>
|
||||
<LI>Only feedback on the assessment elements and the general comment
|
||||
is entered. The grading of assessment elements is not seen in the
|
||||
grading pages. Assignments themselves are not given an overall grade.
|
||||
However, the grading performance of the students is measured and
|
||||
this, and only this measure contributes towards the final grades given
|
||||
to the students.
|
||||
|
||||
<LI>Here the teacher and peers are asked to provide both feedback and
|
||||
grades. The assignments are given an overall quantative grade as well
|
||||
as the qualative data. The final grade for a student will be calculated
|
||||
from the (weighted) contributions of the teacher's grade, the mean
|
||||
peers' grade and the student's grading performance.
|
||||
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,23 @@
|
||||
<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>
|
||||
|
||||
<P>The table on this screen shows your final grade and how it was calculated.
|
||||
The final grade is made up from three possible components.
|
||||
|
||||
<OL>
|
||||
<LI>The teacher's grade for your submitted work.
|
||||
<LI>The average of the peer grades for your submitted work.
|
||||
<LI>A grade for your performance in the peer grading phase. This
|
||||
performance was based by (a) whether your grades were too high or too low
|
||||
when compared with the average grade of the other students (this is called bias),
|
||||
(b) whether your grades follow, again on average, the grades given by
|
||||
the other students (this is called reliability)
|
||||
and (c) on the quality of your comments on the other pieces of work you graded.
|
||||
This was graded by the teacher. These three performance grades were weighted
|
||||
by the factors 1:2:3 respectively to give an overall "grading"
|
||||
grade. In other words the teacher's grading of the comments is given the
|
||||
same weight as the Bias and Reliability factors combined.
|
||||
</OL>
|
||||
|
||||
<P>These three components can be weighted as deemed appropriate for the
|
||||
assignment. These weights are shown in the smaller table.
|
||||
</P>
|
||||
@@ -0,0 +1,40 @@
|
||||
<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
|
||||
|
||||
<P>The table at the foot of the screen shows the final grade for each student
|
||||
for this assignment. Their grade is made up from three components.
|
||||
|
||||
<OL>
|
||||
<LI>The teacher's grade for their submitted work.
|
||||
<LI>The average of the peer grades for their submitted work. This can optionally
|
||||
include the teacher's grade. This grade would be included if the number of
|
||||
peer gradings is very low or it is thought that the peer gradings are suspect
|
||||
either because of bias (usually on the high side) or for not being reliable.
|
||||
If included the teacher's grade is treated in the same way as a peer grade in
|
||||
the calculation of the average.
|
||||
<LI>A grade for the student's performance in the peer grading phase. This
|
||||
performance is based by (a) if their grades are,on average, too high or too low
|
||||
(this is called bias), (b) if their grades follow, again on average, the grades given by
|
||||
the other students (and that of the teacher if included) (this is called reliability)
|
||||
and (c) on the quality of their feedback to the other students, this is graded
|
||||
explicitly by the teacher in the top half of the page. These three are weighted
|
||||
by the factors 1:2:3 respectively in the calculation of the "grading"
|
||||
grade. In other words the teacher's grading of the comments is given the
|
||||
same weight as the Bias and Reliability factors combined.
|
||||
</OL>
|
||||
|
||||
<P>These three components can be weighted as deemed appropriate for the
|
||||
assignment. For example the teacher's grade might be weighted strongly
|
||||
if the peer grading part of the assignment is only considered a minor part
|
||||
of the assignment as a whole. Alternatively, if no teacher grading is done
|
||||
at all then the teacher's grades should be given a zero weighting. If the
|
||||
assignment is all about the students as judges and the providing of feedback
|
||||
then first two components may be set to zero (or low) and the students'
|
||||
grading abilities will dominate the final grades.
|
||||
|
||||
<P>Note that this screen is used iteratively and the final grades are not normally
|
||||
made available to the students until all the grades for the comments have been
|
||||
entered AND the component weights (for the teacher's grades, the peer
|
||||
grades and grading performance) have been finalised. Once these two separate
|
||||
tasks have been done then the final grades can be made available to the
|
||||
students.
|
||||
</P>
|
||||
@@ -0,0 +1,32 @@
|
||||
<P ALIGN=CENTER><B>Peer Graded Assignment Elements</B></P>
|
||||
|
||||
<P>For ease of grading a Peer Graded Assignment should have a reasonable
|
||||
number of "Assessment Elements". Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment. Elements have
|
||||
the following three features:
|
||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...
|
||||
|
||||
<LI>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 graded assignment.
|
||||
</OL>
|
||||
</P>
|
||||
@@ -0,0 +1,21 @@
|
||||
<P ALIGN=CENTER><B>The Final Grades</B></P>
|
||||
|
||||
<P>The table on this screen lists the final grades and their breakdown as shown to
|
||||
the students. If an error is seen in the table then it is possible to "go back"
|
||||
and make a correction in some cases. There are a couple of possibilities.
|
||||
|
||||
<OL>
|
||||
<LI>If a teacher's grade needs to be changed then the piece of work can be
|
||||
re-graded by going
|
||||
to the teacher's Management screen for assignment and clicking on the link "View
|
||||
(n) submitted Assignments". The piece of work can be re-graded. Once this has
|
||||
been done then the Phase 4 screen "Grade Comments" should be displayed AND the
|
||||
link at the foot of that page clicked so that the new final grade is stored in the
|
||||
database.
|
||||
<LI>If it is desired to use a different weighting scheme then the link
|
||||
"Calculate Final Grades" can be clicked and the new weights entered. Clicking
|
||||
on the button at the foot of the screen will save the adjusted weights and re-calculate
|
||||
the final scores.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,14 @@
|
||||
<P ALIGN=CENTER><B>A Graded Peer Assignment</B></P>
|
||||
|
||||
<P>This shows the grades and comments made on the submitted piece of
|
||||
work. You can if you wish reply to this assessment and choose not to
|
||||
accept it (at this stage). If that is the case, please enter your reply in the
|
||||
box at the foot of the page giving the reason why you are not happy with
|
||||
the assessment. Then click on the button at the foot of the page and
|
||||
choose NO when asked whether you are happy with this assessment.
|
||||
|
||||
<P>If, on the other hand. you are happy with the assessment simply
|
||||
click on the button at the foot of the page and then click on YES when
|
||||
asked whether you are happy with this assessment.
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,28 @@
|
||||
<P ALIGN=CENTER><B>Grading of Peer Assignments</B></P>
|
||||
|
||||
<P>For ease of grading a Peer Assignment is divided into a number of
|
||||
assessment "elements". Each element covers
|
||||
a particular aspect of the assignment. For each element you should
|
||||
<OL>
|
||||
<LI>Enter a Grade by clicking in the appropriate button or selecting an appropriate
|
||||
number from the drop down menu.
|
||||
|
||||
<LI>Enter an explaination of why you gave that grade in the Feedback box. If
|
||||
you feel that the reason is obvious then leave the box empty. Note, however,
|
||||
that the person whose work you are asessing has the opportunity to get back
|
||||
to you and may well query a grade if there is no explaination.
|
||||
</OL>
|
||||
|
||||
<P>The last box on this form allows you to make a general comment on the
|
||||
work. This should justify your assessment. It should be polite and as far as
|
||||
possible constructive.
|
||||
|
||||
<P>Note that not all the assessment elements may be counted equally. The
|
||||
higher their "Weight" the higher they count when calculating
|
||||
the overall grade.
|
||||
|
||||
<P>You may find that once you have assessed several pieces of work, you want
|
||||
to re-assess one or two of them. This is allowed and, indeed, this is good idea as
|
||||
it will give your asessments a greater consistency.
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,25 @@
|
||||
<P ALIGN=CENTER><B>Grading the Peer Comments</B></P>
|
||||
|
||||
<P>This screen is used to enter the teacher's grades for the comments made
|
||||
by the students during the peer grading phase of the assignment. A relatively
|
||||
simple grading is used, the score out of 20. The treacher can decide what is
|
||||
being graded and the relative scores from the instructions given to the students
|
||||
before the peer grading started. For example, at a higher level the students may be
|
||||
required to give critical comments, at an intermediate level the students may be
|
||||
required to point out strengths and weaknesses, and at a lower level the students
|
||||
may be simply pointing out errors and inaccuracies.
|
||||
|
||||
<P>The comments are grouped together by submission, that is each set of
|
||||
comments refers to the same piece of work. If available the teacher's own
|
||||
comments are shown first as a kind of benchmark.
|
||||
|
||||
<P>Note that this screen can be used iteratively and there is no need to grade all
|
||||
the comments in one go. Indeed it may be desirable to regrade some of the
|
||||
comments once the "standard" of the comments has been established.
|
||||
|
||||
<P>The grades of comments that have been scored are
|
||||
saved by clicking on the apprpriate button at the foot of the page. Once the
|
||||
teacher is happy with all the comment grades the next step is to calculate
|
||||
the Final Grades.
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,13 @@
|
||||
<P ALIGN=CENTER><B>Including Self in the Assignment</B></P>
|
||||
|
||||
<P>A peer graded assignment can optionally include the student's own work
|
||||
in the set of pieces each student is asked to grade. This will mean that if, say, the
|
||||
number of peer assessors is 5, then each student will be asked to grade 6
|
||||
pieces of work, one of them being their own work.
|
||||
|
||||
<P>If the number of peer assessors is set to zero and the include self option
|
||||
is turned on then the assignment becomes a self-graded assignment. This
|
||||
may or may not include the teacher's grading depending on whether that
|
||||
option is set or not.
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,39 @@
|
||||
<P ALIGN=CENTER><B>Managing a Peer Graded Assignment</B></P>
|
||||
|
||||
<P>A Peer Graded Assignment is more complex than an ordinary assignment.
|
||||
It involves a number of steps or phases. These are
|
||||
<OL>
|
||||
<LI>The assessment of a peer assignment should be broken into a number
|
||||
of assessment ELEMENTS. This makes the grading of an assignment less
|
||||
arbitary and gives the students a framework on which to make assessments.
|
||||
The teacher has the role of setting up the assessment elements thus making a
|
||||
grading page. (See that page for more details.)
|
||||
|
||||
<LI>With the grading page set up the assignment is made available to students.
|
||||
There is a submission deadline for the work done by the students. During this
|
||||
phase the teacher can, if desired, grade some or all of the submissions. The
|
||||
grading need not be final, the grades are used as a guide in the next phase...
|
||||
|
||||
<LI>After the submission deadline has passed, the teacher moves the assignment
|
||||
to the peer grading phase. First each student is allocated a random selection
|
||||
of the submitted pieces of work. If there is a sufficient number of <b>graded</b>
|
||||
submissions, the system ensures that each student is allocated at least one
|
||||
"good" piece of work and at least one "poor" piece of work.
|
||||
Each student now has a number of pieces of work to grade. This must be done
|
||||
within the "Grading" deadline. A student can comment on these
|
||||
assessments (made by other students) of their own peice of work and they
|
||||
can go back for re-grading if the student is not happy with some aspect.
|
||||
That loop continues until either the student is happy with the amended
|
||||
assessment, the deadline for grading is reached or the teacher intervenes
|
||||
in the process.
|
||||
|
||||
<LI>After the grading deadline has passed the teacher must grade the comments
|
||||
made by the students on submissions. This is a single grade score. Once the
|
||||
comments has be graded the teacher can calculate the final grades of the students.
|
||||
These final grades are normally made up of three components, teacher's grade,
|
||||
mean peer grade and grading performance. The later is mainly the mean score
|
||||
entered by the teacher against a student's comments. This three components are
|
||||
first weighted before the calculation takes place.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,30 @@
|
||||
<P ALIGN=CENTER><B>Number of Peer Assessors</B></P>
|
||||
|
||||
<P>A peer graded assignment will normally have around 3 to 8 peer
|
||||
assessors. That is, in the peer grading phase, each student will be
|
||||
asked to grade this number of pieces of work from the other students
|
||||
in the class. The larger the assignment is, in terms of content, the
|
||||
smaller this number should be, else the grading burden on the
|
||||
students becomes onerous. However, each student should see sufficient
|
||||
examples to gain an insight into what constitutes a good piece of work
|
||||
and a poor piece of work. Further for the grading performance of a
|
||||
student to be assessed meaningfully the greater the number of peer
|
||||
gradings the better. This performance is unlikely to be valid if only three
|
||||
or four gradings are done by each student.
|
||||
|
||||
<P>Provided there is enough pieces of work submitted (actually 10 or
|
||||
more), the system will allocate each student at least one "good" and
|
||||
at least one "poor" piece of work. However, this can only be done if the
|
||||
teacher has graded the pieces of work BEORE the allocation of (peer) grading
|
||||
work is done. The teacher does NOT, however, have to grade all the
|
||||
pieces of work, a sample is sufficient. Further, the teacher's gradings need
|
||||
NOT be the final gradings, a preliminary grading is good enough. Note,
|
||||
however, that if the option to show teacher's gradings is turned on,
|
||||
these gradings will be shown to the students at the end of the submission
|
||||
phase.
|
||||
|
||||
<P>The number of peer assesors can be zero. In which case the assignment
|
||||
becomes either a self-graded assignment if that option is turned on, or
|
||||
a normal teacher-graded assignment.
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,15 @@
|
||||
<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
|
||||
|
||||
<P>By default, students cannot resubmit assignments once the teacher has graded them</P>
|
||||
|
||||
<P>If you turn this option on, then students will be allowed to resubmit assignments
|
||||
after they have been graded (for you to re-grade). This may be useful if the
|
||||
teacher wants to encourage students to do better work in an iterative process.</P>
|
||||
|
||||
<P>Obviously, this option is only relevant during the submission phase of a peer graded
|
||||
assignment. During the peer grading phase the grading is always done iteratively, the student
|
||||
whose work is being graded has the opportunity to disagree with the set of
|
||||
comments (and possibly grades) on their work and send a reply back to the student
|
||||
doing the grading. This process continues until agreement is reached...
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,22 @@
|
||||
<P ALIGN=CENTER><B>When to display Grades</B></P>
|
||||
|
||||
<P>A peer graded assignment can have either of these characteristics:
|
||||
|
||||
<OL>
|
||||
<LI>In the peer grading phase the students see the feedback on the
|
||||
assessment elements, the general comment and the grades given
|
||||
by the other students. The students are shown both the individual
|
||||
assessment element grades and their overall grade. This may lead
|
||||
into more disputes than the second type of peer graded assignment...
|
||||
|
||||
<LI>In the peer grading phase the students see only the feadback on the
|
||||
assessment elements and the general comment made by
|
||||
the other students. The grades for the individual assessment elements are
|
||||
not revealed (although they are held in the system). Further, the students
|
||||
do not see their overall grades as given by their peers. Only when the
|
||||
comments have been agreed are the grades (and the overall grade)
|
||||
shown. This type of peer graded assignment is likely to be less
|
||||
contentious than the first type.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,14 @@
|
||||
<P ALIGN=CENTER><B>Specimen Grading Form</B></P>
|
||||
|
||||
<P>This page shows shows the details of the actual form used to grade
|
||||
your assignment. It will be used by the teacher to grade your work. Further,
|
||||
in a peer graded asignment, the same form will be used by yourself and
|
||||
your fellow students to grade the submitted pieces of work.
|
||||
|
||||
<P>Please note that although you can change the grades and add text on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by the teacher and by you during this
|
||||
assignment.
|
||||
|
||||
|
||||
</P>
|
||||
@@ -0,0 +1,13 @@
|
||||
<P ALIGN=CENTER><B>Display of Teacher's Grades</B></P>
|
||||
|
||||
<P>A peer graded assignment can optionally make the teacher's comments
|
||||
and grades available to the student's. If desired, these are shown after the
|
||||
submission deadline, or later if the grades are not available then. The teacher's
|
||||
comments and grades may well help the students when making their own
|
||||
(peer) assessments on other student's work.
|
||||
|
||||
<P>Note that even when the peer grading is done anonymously, the
|
||||
teacher's grades are always shown to the students with the teacher's
|
||||
name and, if available, their photo.
|
||||
|
||||
</P>
|
||||
Reference in New Issue
Block a user