Removing English versions so that German speakers don't get out-of-date
help files (some have changed)
This commit is contained in:
moodler
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<P ALIGN=CENTER><B>Assignment Type</B></P>
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<P>There are different types of assignments</P>
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<P><B>Offline activity</B> - this is useful when the assignment is performed outside
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of Moodle. Students can see a description of the assignment, but can't upload files or anything.
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Teachers can grade all students though, and students will see notifications of their grades.
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<P><B>Upload a single file</B> - this type of assignment allows all students to upload a
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single file, of any type. This might be a Word processor document, or an image, a
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zipped web site, or anything you ask them to submit. Teachers can grade submitted
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assignments online.
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@@ -1,9 +0,0 @@
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<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
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<P>By default, students cannot resubmit assignments once the teacher has graded them</P>
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<P>If you turn this option on, then students will be allowed to resubmit assignments
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after they have been graded (for you to re-grade). This may be useful if the
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teacher wants to encourage students to do better work in an iterative process.</P>
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<P>Obviously, this option is not relevant for offline assignments.</P>
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@@ -1,7 +0,0 @@
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<P ALIGN=CENTER><B>Choice options</B></P>
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<P>Here is where you specify the options that participants
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have to choose from.
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<P>You can fill in any number of these: it's OK to leave some blank
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if you don't need the full 6 options.
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@@ -1,11 +0,0 @@
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<P ALIGN=CENTER><B>Course Categories</B></P>
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<P>Your Moodle administrator may have set up several
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course categories.
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<P>For example, "Science", "Humanities", "Public Health" etc
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<P>Choose the one most applicable for your course. This
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choice will affect where your course is displayed on the
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course listing and may make it easier for students to
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find your course.
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@@ -1,24 +0,0 @@
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<P ALIGN=CENTER><B>Moodle course formats</B></P>
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<P><B>Weekly format</B></P>
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<UL>
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The course is organised week by week, with a clear start date and a finish date.
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Each week consists of activities. Some of them, like journals, may have
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"open windows" of, say, two weeks after which they become unavailable.
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</UL>
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<P><B>Topics format</B></P>
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<UL>
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Very similar to the weekly format, except that each "week" is called a topic.
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A "topic" is not restricted to any time limit. You don't need to specify any
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dates.
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</UL>
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<P><B>Social format</B></P>
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<UL>
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This format is oriented around one main forum, the Social forum, which appears
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listed on the main page. It is useful for situations that are more freeform.
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They may not even be courses. For example, it could be used as a departmental
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notice board.
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</UL>
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@@ -1,4 +0,0 @@
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<P ALIGN=CENTER><B>Course Full name</B></P>
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<P>The full name of the course is displayed at the top of the screen and in the course listings.</P>
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@@ -1,15 +0,0 @@
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<P ALIGN=CENTER><B>Course News Items</B></P>
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<P>A special forum called "News" appears in the
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"weekly" and "topics" course formats. It's
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a good place to post notices for all students
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to see. (By default, all students are subscribed
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to this forum, and will receive your notices by
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email.)
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<P>This setting determines how many recent items
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appear on your course home page, in a news box
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down the right-hand side.
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<P>If you set it to "0 news items" then the news
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box won't even appear.
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@@ -1,14 +0,0 @@
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<P ALIGN=CENTER><B>Course Number of Weeks/Topics</B></P>
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<P>This setting is only used by the 'weekly' and 'topics'
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course formats.
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<P>In the 'weekly' format, it specifies the number of weeks
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that the course will run for, starting from the
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course starting date.
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<P>In the 'topics' format, it specifies the number of topics
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in the course.
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<P>Both of these translate to the number of "boxes" down the
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middle of the course page.
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@@ -1,16 +0,0 @@
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<P ALIGN=CENTER><B>Recent Activity</B></P>
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<P>Moodle can display "recent activity" on the course home page.
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<P>This shows the everything that has happened in the course since
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the last time the viewer logged in to the course, including
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new posts, new users, submitted journals etc.
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<P>It is highly recommended you leave this feature enabled in
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your courses, as it helps give a sense of activity in the course.
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Knowing what everyone else is doing also helps to promote a
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collaborative atmosphere in the class.
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<P>You might want to disable this feature for extremely large or
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heavily used courses, as it may slow down the display of
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the course page.
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@@ -1,7 +0,0 @@
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<P ALIGN=CENTER><B>Course short name</B></P>
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<P>Many institutions have a shorthand way of referring to a course, such as
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BP102 or COMMS. Even you don't already have such a name for your course,
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make one up here. It will be used in several places where the long name
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isn't appropriate (such us in the subject line of email).</P>
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@@ -1,19 +0,0 @@
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<P ALIGN=CENTER><B>Course Start Date</B></P>
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<P>This is where you specify the starting time of the
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course (in your own timezone).
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<P>If you are using a 'weekly' course format, this will
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affect the display of the weeks. The first week will
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start on the date you set here.
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<P>This setting will not affect courses using the
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'social' or 'topics' formats.
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<P>However, one place this setting will be affect is
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the display of logs, which use this date as the earliest
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possible date you can display.
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<P>In general, if your course does have a real starting date
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then it makes sense to set this date to that, no matter
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what course formats you are using.
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@@ -1,120 +0,0 @@
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<P ALIGN=CENTER><B>Using Smilies (emoticons)</B></P>
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<table border="1" align="center">
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<tr valign="top">
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<td>
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<table border="0" align="center" cellpadding="5">
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<tr>
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<td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>
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<td>smile</td>
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<td><font face="courier">:-)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>
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<td>big grin</td>
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<td><font face="courier">:-D</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>
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<td>wink</td>
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<td><font face="courier">;-)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>
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<td>mixed</td>
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<td><font face="courier">:-/</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>
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<td>thoughtful</td>
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<td><font face="courier">V-.</font></td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>
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<td>tongue out</td>
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<td><font face="courier">:-P</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>
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<td>cool</td>
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<td><font face="courier">B-)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>
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<td>approve</td>
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<td><font face="courier">^-)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>
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<td>wide eyes</td>
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<td><font face="courier">8-)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>
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<td>surprise</td>
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<td><font face="courier">8-o</td>
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</tr>
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</table>
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</td>
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<td>
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<table border="0" align="center" cellpadding="5">
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<tr>
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<td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>
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<td>sad</td>
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<td><font face="courier">:-(</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>
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<td>shy</td>
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<td><font face="courier">8-.</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>
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<td>blush</td>
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<td><font face="courier">:-I</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>
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<td>kisses</td>
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<td><font face="courier">:-X</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>
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<td>clown</td>
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<td><font face="courier">:o)</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>
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<td>black eye</td>
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<td><font face="courier">P-|</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>
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<td>angry</td>
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<td><font face="courier">8-[</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>
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<td>dead</td>
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<td><font face="courier">xx-P</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>
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<td>sleepy</td>
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<td><font face="courier">|-.</td>
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</tr>
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<tr>
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<td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>
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<td>evil</td>
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<td><font face="courier">}-]</td>
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</tr>
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</table>
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</table>
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<P>When writing online, it can sometimes difficult to express emotion with plain text.
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These little icons can help.
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<P>To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.</P>
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<P>Note that the codes themselves are like little pictures - just turn your head to the left when looking at them</P>
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@@ -1,23 +0,0 @@
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<P ALIGN=CENTER><B>Course Enrolment Key</B></P>
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<P>A course enrolment key is what keeps unwanted people
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out of your course.
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<P>If you leave this blank, then anyone who has created
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a Moodle username on this site will be able to enrol
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in your course simply by going in to it.
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<P>If you put something here, then students who are trying
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to get in for the FIRST TIME ONLY will be asked to supply
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this word or phrase.
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<P>The idea is that you will supply the key to authorised
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people using another means like private email, snail mail,
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on the phone or even verbally in a face to face class.
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<P>If this password "gets out" and you have unwanted people
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enrolling, you can unenrol them (see their user profile page)
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and change this key. Any legitimate students who have already
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enrolled will not be affected, but the unwanted people won't be
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able to get back in.
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@@ -1,20 +0,0 @@
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<P ALIGN=CENTER><B>Allowing new posts</B></P>
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<P>This option allows you to restrict students from posting
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new content in this forum.
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<P>For most forums you will want to leave students unrestricted
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and choose the first option to allow them to start new discussion
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topics (threads), and also to post replies within those threads.
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<P>Sometimes, however, you will want to disable this ability. For
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example, this is useful for the News forum when you only want
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teachers to post new items that appear on the course main page.
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In this case you might choose the third option "No discussions, no replies".
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<P>Sometimes you might want to only allow teachers to start new
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discussions, but still allow students to reply within those
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threads (for example within the news forum on the site home page).
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In this case you would choose the second option, "No discussions, but
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replies are allowed".
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@@ -1,21 +0,0 @@
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<P ALIGN=CENTER><B>Attachments for posts</B></P>
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<P>You can optionally attach ONE file from your own computer
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to any post in the forums. This file is uploaded to the
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server and stored with your post.
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<P>This is useful when you want to share a picture, for example,
|
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or a Word document.
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<P>This file can be of any type, however it is highly recommended
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that the file is named using standard 3-letter internet
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suffixes such as .doc for a Word document, .jpg or .png
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for an image, and so on. This will make it easier for others
|
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to download and view your attachment in their browsers.
|
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<P>If you re-edit a posting and attach a new file, then any
|
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previous attached files for that post will be replaced.
|
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<P>If you re-edit a posting with an attachment and leave
|
||||
this space blank, then the original attachment will be
|
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retained.
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@@ -1,16 +0,0 @@
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<P ALIGN=CENTER><B>Forum Types</B></P>
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<P>There are several different types of forum to choose from:
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<P><B>A single simple discussion</B> - is just a single topic, all on one page.
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Useful for short, focussed discussions.
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<P><B>Standard forum for general use</B> - is an open forum where any one can
|
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start a new topic at any time. This is the best general-purpose forum.
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||||
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||||
<P><B>Each person posts one discussion</B> - Each person can post exactly one
|
||||
new discussion topic (everyone can reply to them though). This is useful when
|
||||
you want each student to start a discussion about, say, their reflections on
|
||||
the week's topic, and everyone else responds to these.
|
||||
|
||||
<P>(More development to come in future versions of Moodle)
|
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@@ -1,70 +0,0 @@
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<P ALIGN=CENTER><B>Forum Ratings</B></P>
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<P>Individual posts can be rated using a scale based on the theory of
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<strong>separate and connected knowing</strong>.
|
||||
|
||||
<p>This theory may help you to look at human interactions
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in a new way. It describes two different ways that we can evaluate and learn
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about the things we see and hear.
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||||
<p>Although each of us may use these two methods in different amounts at different
|
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times, it may be useful to imagine two people as examples, one who is a mostly
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separate knower (Jim) and the other a mostly connected knower (Mary).</p>
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<ul>
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<li>Jim likes to remain as 'objective' as possible without including his feelings
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||||
and emotions. When in a discussion with other people who may have different
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ideas, he likes to defend his own ideas, using logic to find holes in his
|
||||
opponent's ideas. He is critical of new ideas unless they are proven facts
|
||||
from reputable sources such as textbooks, respected teachers or his own direct
|
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experience. Jim is a very <strong>separate knower</strong>.<br><br>
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</li>
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<li>Mary is more sensitive to other people. She is skilled at empathy and tends
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to listen and ask questions until she feels she can connect and "understand
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||||
things from their point of view". She learns by trying to share the experiences
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||||
that led to the knowledge she finds in other people. When talking to others,
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she avoids confrontation and will often try to help the other person if she
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can see a way to do so, using logical suggestions. Mary is a very <strong>connected
|
||||
knower</strong>.</li>
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</ul>
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||||
<p>Did you notice in these examples that the separate knower is male and the connected
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knower is female? Some studies have shown that statistically this tends to be
|
||||
the case, however individual people can be anywhere in the spectrum between
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||||
these two extremes. </p>
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||||
<p>For a collaborative and effective group of learners it may be best if everyone
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were able to use BOTH ways of knowing.</p>
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||||
<p>In a particular situation like an online forum, a single post by a person may
|
||||
exhibit either of these characteristics, or even both. Someone who is generally
|
||||
very connected may post a very separate-sounding message, and vice versa. The
|
||||
purpose of rating each post using this scale is to:</p>
|
||||
<blockquote>
|
||||
<p>a) help you think about these issues when reading other posts<br>
|
||||
b) provide feedback to each author on how they are being seen by others</p>
|
||||
</blockquote>
|
||||
<p>The results are not used towards student assessment in any way, they are just
|
||||
to help improve communication and learning.</p>
|
||||
<hr>
|
||||
<p><br>
|
||||
In case you're interested, here are some references to papers by the authors
|
||||
who originally developed these ideas:</p>
|
||||
<ul>
|
||||
<li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).
|
||||
Women's ways of knowing: the development of self, voice, and mind. New York,
|
||||
NY: Basic Books.</li>
|
||||
<li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women:
|
||||
Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
|
||||
<li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal
|
||||
education, 75(5), 14-19.</li>
|
||||
<li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage
|
||||
of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>
|
||||
<li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired
|
||||
by “Women’s Ways of Knowing” (pp. 205-247). New York, NY:
|
||||
Basic Books.</li>
|
||||
<li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield,
|
||||
A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards
|
||||
Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>
|
||||
<li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing
|
||||
as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.
|
||||
<br>
|
||||
</li>
|
||||
</ul>
|
||||
|
||||
@@ -1,18 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Forum Subscription</B></P>
|
||||
|
||||
<P>When a person is subscribed to a forum it means that
|
||||
they will be sent email copies of every post in that forum
|
||||
(posts are sent about <?PHP echo $CFG->maxeditingtime/60 ?> minutes after the post was first
|
||||
written).
|
||||
|
||||
<P>People can usually choose whether or not they want to be
|
||||
subscribed to each forum.
|
||||
|
||||
<P>However, if a teacher forces subscription on a particular forum
|
||||
then this choice is taken away and everyone in the class will get
|
||||
email copies.
|
||||
|
||||
<P>This is especially useful in the News forum and in forums
|
||||
towards the beginning of the course (before everyone has
|
||||
worked out that they can subscribe to these emails themselves).
|
||||
|
||||
@@ -1,21 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Guest Access</B></P>
|
||||
|
||||
<P>You have the choice of allowing "guests" into your course.
|
||||
|
||||
<P>People can log in as guests using the "Login as a guest" button
|
||||
on the login screen.
|
||||
|
||||
<P>Guests ALWAYS have "read-only" access - meaning they can't leave
|
||||
any posts or otherwise mess up the course for real students.
|
||||
|
||||
<P>This can be handy when you want to let a colleague in to
|
||||
look around at your work, or to let students see a course before
|
||||
they have decided to enrol.
|
||||
|
||||
<P>Note that you have a choice between two types of guest access:
|
||||
with the enrolment key or without. If you choose to allow
|
||||
guests who have the key, then the guest will need to provide
|
||||
the current enrolment key EVERY TIME they log in (unlike
|
||||
students who only need to do it once). This lets you restrict
|
||||
your guests. If you choose to allow guests without a key, then
|
||||
anyone can get straight into your course.
|
||||
@@ -1,13 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Help on writing html</B></P>
|
||||
|
||||
<P>When writing HTML in Moodle, you are free to use any HTML tags you like
|
||||
to produce the effect you want.
|
||||
|
||||
<P>Your code will normally be printed on the page within a table cell,
|
||||
so:
|
||||
|
||||
<UL>
|
||||
<LI>there is no need to use any <HEAD> or <BODY> tags
|
||||
<LI>be careful about unmatched </TABLE> tags that may mess up the display.
|
||||
</UL>
|
||||
|
||||
@@ -1,12 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Language Editing</B></P>
|
||||
|
||||
<P>To edit languages on this page the files need to be writable
|
||||
by the web server process.
|
||||
|
||||
<P>Within some of the strings you will notice <B>$a</B> and <B>$a->something</B>.
|
||||
|
||||
<P>These represent variables that will be replaced by names or other words from
|
||||
within Moodle.
|
||||
|
||||
<P>When there is only one variable, the $a form is used. When there are two or
|
||||
more variables, then each one has a name.
|
||||
@@ -1,69 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Activity Modules</B></P>
|
||||
|
||||
<P>Moodle contains a wide range of activity modules that can be used to
|
||||
build up any type of course.</P>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/forum/icon.gif"> <B>Forums</B></P>
|
||||
<UL>
|
||||
<P>This activity can be the most important - it is here that most discussion takes place.
|
||||
Forums can be structured in different ways, and can include peer rating of each posting.
|
||||
The postings can be viewed in a variety for formats, and can include attachments.
|
||||
By subscribing to a forum, participants will receive copies of each new posting
|
||||
in their email. A teacher can impose subscription on everyone if they want to.
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/journal/icon.gif"> <B>Journals</B></P>
|
||||
<UL>
|
||||
<P>This module is a very important reflective activity. The teacher
|
||||
asks the student to reflect on a particular topic, and the student can
|
||||
edit and refine their answer over time. This answer is private and
|
||||
can only be seen by the teacher, who can offer feedback and a grade
|
||||
on each journal entry. It's usually a good idea to have about one
|
||||
Journal activity per week.</P>
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/resource/icon.gif"> <B>Resources</B></P>
|
||||
<UL>
|
||||
<P>Resources are content: information the teacher wants to bring into the
|
||||
course. These can be prepared files uploaded to the course
|
||||
server; pages edited directly in Moodle; or external web pages
|
||||
made to appear part of this course.</P>
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/assignment/icon.gif"> <B>Assignments</B></P>
|
||||
<UL>
|
||||
<P>Assignments allow the teacher to specify a task that requires students
|
||||
to prepare digital content (any format) and submit it by uploading it
|
||||
to the server. Typical assignments include essays, projects, reports
|
||||
and so on. This module includes grading facilities.</P>
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/quiz/icon.gif"> <B>Quizzes</B></P>
|
||||
<UL>
|
||||
<P>This module allows the teacher to design and set quiz tests, consisting of
|
||||
multiple choice, true-false, and short answer questions. These
|
||||
questions are kept in a categorised database, and can be re-used
|
||||
within courses and even between courses. Quizzes can allow
|
||||
multiple attempts. Each attempt is automatically marked, and the
|
||||
teacher can choose whether to give feedback or to show correct answers.
|
||||
This module includes grading facilities.</P>
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/choice/icon.gif"> <B>Choices</B></P>
|
||||
<UL>
|
||||
<P>A choice activity is very simple - the teacher asks a question and specifies a
|
||||
choice of multiple responses. It can be useful as a quick poll to
|
||||
stimulate thinking about a topic; to allow the class to vote on
|
||||
a direction for the course; or to gather research consent.
|
||||
</UL>
|
||||
|
||||
<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/survey/icon.gif"> <B>Surveys</B></P>
|
||||
<UL>
|
||||
<P>The Survey module provides a number of verified survey instruments that
|
||||
have been found useful in assessing and stimulating learning in
|
||||
online environments. Teachers can use these to gather data from their
|
||||
students that will help them learn about their class and reflect
|
||||
on their own teaching.</P>
|
||||
</UL>
|
||||
|
||||
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,21 +0,0 @@
|
||||
<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>
|
||||
@@ -1,23 +0,0 @@
|
||||
<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>
|
||||
@@ -1,40 +0,0 @@
|
||||
<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>
|
||||
@@ -1,32 +0,0 @@
|
||||
<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>
|
||||
@@ -1,21 +0,0 @@
|
||||
<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>
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,28 +0,0 @@
|
||||
<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>
|
||||
@@ -1,25 +0,0 @@
|
||||
<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>
|
||||
@@ -1,13 +0,0 @@
|
||||
<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>
|
||||
@@ -1,39 +0,0 @@
|
||||
<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>
|
||||
@@ -1,30 +0,0 @@
|
||||
<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>
|
||||
@@ -1,15 +0,0 @@
|
||||
<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>
|
||||
@@ -1,22 +0,0 @@
|
||||
<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>
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,13 +0,0 @@
|
||||
<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>
|
||||
@@ -1,18 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Uploading a picture</B></P>
|
||||
|
||||
<P>You can upload a picture from your computer to this server, and this picture will be used in various places to represent you.
|
||||
<P>For this reason, the best images to use are a close-up of your face, but you can use any image you like.
|
||||
<P>The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png).
|
||||
<P>You can get a picture file using one of four methods:
|
||||
|
||||
<OL>
|
||||
<LI>Using a digital camera, your photos will most likely already be on your computer in the right format.
|
||||
<LI>You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format.
|
||||
<LI>If you're artistic, you might draw a picture using a paint program.
|
||||
<LI>Lastly, you can "steal" images from the web. <A TARGET=google HREF="http://images.google.com/">http://images.google.com</A> is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly).
|
||||
</OL>
|
||||
|
||||
<P>To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk.
|
||||
<P>NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded.
|
||||
<P>Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels.
|
||||
<P>When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser.
|
||||
@@ -1,86 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Questions</B></P>
|
||||
|
||||
<P>A good way to help other people think about a subject is to
|
||||
ask them a question about it. Being asked a good question
|
||||
can really help us put information together, evaluate our
|
||||
existing ideas and create new ideas.</P>
|
||||
|
||||
<P>Asking questions that are specifically intended to help
|
||||
others learn is known as <I>Socratic questioning</I>, named
|
||||
after Socrates in Ancient Greece.</P>
|
||||
|
||||
<P>Socratic questions require you to listen very carefully
|
||||
to the other person to help you judge and phrase your question
|
||||
in a helpful, constructive, and hopefully non-confrontational way.
|
||||
|
||||
<P>Here are some examples of such questions:</P>
|
||||
|
||||
<!--Hidden comment: Someday I will include a great example dialogue here -->
|
||||
|
||||
<h3>Questions of clarification</h3>
|
||||
<ul>
|
||||
<li>What do you mean when you say ______?</li>
|
||||
<li>What is your main point?</li>
|
||||
<li>How does _____ relate to _____?</li>
|
||||
<li>Could you put that another way?</li>
|
||||
<li>Let me see if I understand you; do you mean _____ or _____?</li>
|
||||
<li>How does this relate to our problem/discussion/issue?</li>
|
||||
<li>Jane, can you summarize in your own words what Richard said? ... Richard, is this what you meant?</li>
|
||||
<li>Could you give me an example?</li>
|
||||
<li>Would _____ be a good example of that?</li>
|
||||
</ul>
|
||||
<h3>Questions that probe assumptions</h3>
|
||||
<ul>
|
||||
<li>What are you assuming here?</li>
|
||||
<li>What is Jenny assuming?</li>
|
||||
<li>What could we assume instead?</li>
|
||||
<li>You seem to be assuming _____. Do I understand you correctly?</li>
|
||||
<li>All of your reasoning depends on the idea that _____. Why have you based your reasoning on _____ instead of _____?</li>
|
||||
<li>You seem to be assuming _____. How do you justify taking that for granted?</li>
|
||||
<li>Is that always the case? Why do you think the assumption holds here?</li>
|
||||
<li>Why would someone make that assumption? </li>
|
||||
</ul>
|
||||
<h3>Questions that probe reasons and evidence</h3>
|
||||
<ul>
|
||||
<li>Could you explain your reasons to us?</li>
|
||||
<li>How does that apply to this case?</li>
|
||||
<li>Is there a reason to doubt that evidence?</li>
|
||||
<li>Who is in a position to know that is true?</li>
|
||||
<li>What would you say to someone who said that ____?</li>
|
||||
<li>Can someone else give evidence to support that view?</li>
|
||||
<li>By what reasoning did you come to that conclusion?</li>
|
||||
<li>How could we find out if that is true? </li>
|
||||
</ul>
|
||||
<h3>Questions about viewpoints or perspectives </h3>
|
||||
<ul>
|
||||
<li>What are you implying by that?</li>
|
||||
<li>When you say _____, are you implying _____?</li>
|
||||
<li>But, if that happened, what else would happen as a result? Why?</li>
|
||||
<li>What effect would that have?</li>
|
||||
<li>Would that necessarily happen or only possibly/probably happen?</li>
|
||||
<li>What is an alternative?</li>
|
||||
<li>If _____ and _____ are the case, then what might also be true?</li>
|
||||
<li>If we say that ____ is ethical, how about _____? </li>
|
||||
</ul>
|
||||
<h3>Questions that probe implications and consequences </h3>
|
||||
<ul>
|
||||
<li>How can we find out?</li>
|
||||
<li>What does this question assume?</li>
|
||||
<li>Would _____ ask this question differently?</li>
|
||||
<li>How could someone settle this question?</li>
|
||||
<li>Can we break this question down at all?</li>
|
||||
<li>Is this question clear? Do we understand it?</li>
|
||||
<li>Is this question easy or hard to answer? Why?</li>
|
||||
<li>Do we all agree that this is the question?</li>
|
||||
<li>To answer this question, what other questions must we answer first?</li>
|
||||
<li>How would _____ state the issue?</li>
|
||||
<li>Why is this issue important?</li>
|
||||
<li>Is this the most important question, or is there an underlying question?</li>
|
||||
<li>Can you see how this might relate to ________?</li>
|
||||
</ul>
|
||||
|
||||
<HR>
|
||||
<FONT SIZE=1><I>Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. </I></FONT>
|
||||
|
||||
<P ALIGN=RIGHT><? helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>
|
||||
<P ALIGN=RIGHT><? helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>
|
||||
@@ -1,6 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Quiz attempts</B></P>
|
||||
|
||||
<P>Students may be allowed to have multiple attempts at a quiz.
|
||||
|
||||
<P>This can help make the process of taking the quiz more of
|
||||
an educational activity rather than simply an assessment.
|
||||
@@ -1,17 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Question categories</B></P>
|
||||
|
||||
<P>Rather than keeping all your questions in one big list,
|
||||
you can create categories to keep them in.
|
||||
|
||||
<P>Each category consists of a name and a short description.
|
||||
|
||||
<P>Each category can also be "published", which means
|
||||
that the category (and all questions in it) will be
|
||||
available to all courses on this server, so that
|
||||
other courses can use your questions in their quizzes.
|
||||
|
||||
<P>Categories can also be created or deleted at will.
|
||||
However, if you try to delete a category containing
|
||||
questions, then you will be asked to specify another
|
||||
category to move them to.
|
||||
|
||||
@@ -1,6 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Show correct answers</B></P>
|
||||
|
||||
<P>If you enable correct answers, then the
|
||||
feedback will show also show the correct answer
|
||||
for each question (highlighted in a bright colour).
|
||||
</P>
|
||||
@@ -1,10 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Create multiple questions</B></P>
|
||||
|
||||
<P>This page allows you to create multiple questions at once.</P>
|
||||
|
||||
<P>Currently it will only allow you to create a number of
|
||||
Random Questions and (optionally) add them to the current
|
||||
quiz.</P>
|
||||
|
||||
<P>Eventually this page will evolve into a larger wizard that
|
||||
will have more options.</P>
|
||||
@@ -1,5 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Feedback</B></P>
|
||||
|
||||
<P>If you enable quiz feedback, then students will receive
|
||||
question feedback on every answer (right or wrong).</P>
|
||||
|
||||
@@ -1,25 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Grading method</B></P>
|
||||
|
||||
<P>When multiple attempts are allowed, there are different ways
|
||||
you can use the grades to calculate the student's final
|
||||
grade for the quiz.
|
||||
|
||||
<P><B>Highest grade</B><P>
|
||||
<UL>
|
||||
<P>The final grade is the highest (best) grade in any attempt.
|
||||
</UL>
|
||||
|
||||
<P><B>Average grade</B><P>
|
||||
<UL>
|
||||
<P>The final grade is the average (simple mean) grade of all attempts.
|
||||
</UL>
|
||||
|
||||
<P><B>First grade</B><P>
|
||||
<UL>
|
||||
<P>The final grade is the grade gained on the first attempt (other attempts are ignored).
|
||||
</UL>
|
||||
|
||||
<P><B>Last grade</B><P>
|
||||
<UL>
|
||||
<P>The final grade is the grade gained on the most recent attempt only.
|
||||
</UL>
|
||||
@@ -1,54 +0,0 @@
|
||||
<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>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>More info: <? helpbutton("formatmissingword", "", "quiz") ?></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>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>More info: <? helpbutton("formatblackboard", "", "quiz") ?></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>More info: <? helpbutton("formatcustom", "", "quiz") ?></P>
|
||||
</UL>
|
||||
|
||||
|
||||
<P>More formats are yet to come, including WebCT, IMS QTI and whatever else
|
||||
Moodle users can contribute! </p>
|
||||
@@ -1,11 +0,0 @@
|
||||
<p align=center><b>Matching questions</b></p>
|
||||
|
||||
<p>After an optional introduction, the respondent is presented with
|
||||
several sub-questions and several jumbled answers. There is one
|
||||
correct answer for each question.
|
||||
|
||||
<p>The respondent must select an answer to match each sub-question.
|
||||
|
||||
<p>Each sub-question is equally weighted to contribute towards the
|
||||
grade for the total question.
|
||||
|
||||
@@ -1,11 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Maximum grade</B></P>
|
||||
|
||||
<P>The maximum grade you set for a quiz is what all grades
|
||||
are scaled to.
|
||||
|
||||
<P>For example, you might set the max grade to 20, because the
|
||||
quiz is worth 20% of the whole course.
|
||||
|
||||
<P>Even though you might have 10 questions in your quiz
|
||||
worth a total of 50 marks, all grades out of 50 will be
|
||||
"scaled down" to the quiz max grade of 20.
|
||||
@@ -1,19 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Multiple Choice questions</B></P>
|
||||
|
||||
<P>In response to a question (that may include a image) the respondent
|
||||
chooses from multiple answers. There are two types of multiple choice
|
||||
questions - single answer and multiple answer.
|
||||
|
||||
<P>Single-answer questions allow one and only one answer to be chosen.
|
||||
Generally all the grades for such a question should be positive.
|
||||
|
||||
<P>Multiple-answer questions allow one or more answers to be chosen - each answer
|
||||
may carry a positive or negative grade, so that choosing ALL the options
|
||||
will not necessarily result in good grade. If the total grade is negative
|
||||
then the total grade for this question will be zero. Careful, it is
|
||||
possible to create questions that have scores greater than 100%.
|
||||
|
||||
<P>Finally, each answer (right or wrong) should include feedback - this feedback
|
||||
will be shown to the respondent next to each of their answers (if the quiz
|
||||
itself is configured to show feedback).
|
||||
</P>
|
||||
@@ -1,37 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Creating a new question</B></P>
|
||||
|
||||
<P>You can add a variety of different types of questions to a category:</P>
|
||||
|
||||
<P><B>Multiple Choice</B></P>
|
||||
<UL>
|
||||
<P>In response to a question (that may include a image) the respondent
|
||||
chooses from multiple answers. There are two types of multiple choice
|
||||
questions - single answer and multiple answer.
|
||||
<P>More info: <? helpbutton("multichoice", "", "quiz") ?></P>
|
||||
</UL>
|
||||
|
||||
<P><B>Short Answer</B></P>
|
||||
<UL>
|
||||
<P>In response to a question (that may include a image), the respondent
|
||||
types a word or phrase. There may several possible correct answers,
|
||||
with different grades. Answers may or may not be sensitive to case.
|
||||
</P>
|
||||
<P>More info: <? helpbutton("shortanswer", "", "quiz") ?></P>
|
||||
</UL>
|
||||
|
||||
<P><B>True/False</B></P>
|
||||
<UL>
|
||||
<P>In response to a question (that may include a image), the respondent
|
||||
selects from two options: True or False.
|
||||
</P>
|
||||
<P>More info: <? helpbutton("truefalse", "", "quiz") ?></P>
|
||||
</UL>
|
||||
|
||||
<P><B>Random</B></P>
|
||||
<UL>
|
||||
<P>(Not yet implemented) Allows you to select a number of other questions from
|
||||
which one gets randomly selected each time a student attempts the quiz.
|
||||
</P>
|
||||
<P>More info: <? helpbutton("random", "", "quiz") ?></P>
|
||||
</UL>
|
||||
|
||||
@@ -1,3 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Random question</B></P>
|
||||
|
||||
|
||||
@@ -1,14 +0,0 @@
|
||||
<p align=center><b>Random Short-Answer Matching questions</b></p>
|
||||
|
||||
<p>After an optional introduction, the respondent is presented with
|
||||
several sub-questions and several jumbled answers. There is one
|
||||
correct answer for each question.
|
||||
|
||||
<p>The respondent must select an answer to match each sub-question.
|
||||
|
||||
<p>Each sub-question is equally weighted to contibute towards the
|
||||
grade for the total question.
|
||||
|
||||
<p>The questions and answers are randomly drawn from the pool of
|
||||
"Short Answer" questions in the current category. Each attempt
|
||||
on a quiz will have different questions and answers.
|
||||
@@ -1,6 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Allow review once quiz is closed</B></P>
|
||||
|
||||
<P>If you enable this option, then students will be able to
|
||||
review their past attempts at this quiz.</P>
|
||||
|
||||
<P>This is only enabled once the quiz is closed.</P>
|
||||
@@ -1,10 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Short Answer questions</B></P>
|
||||
|
||||
<P>In response to a question (that may include a image) the respondent
|
||||
types a word or short phrase.
|
||||
|
||||
<P>There may be several possible correct answers, each with a different
|
||||
grade. If the "Case sensitive" option is selected, then you can
|
||||
have different scores for "Word" or "word".
|
||||
|
||||
<P>Answers are compared exactly, so be careful with your spelling!
|
||||
@@ -1,13 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Shuffle answers</B></P>
|
||||
|
||||
<p>If you enable this option, then the order of answers within
|
||||
each question will be randomly shuffled each time a student
|
||||
attempts this quiz.</p>
|
||||
|
||||
<p>Of course, this only applies to questions that have multiple
|
||||
answers displayed, such as Multiple Choice or Matching Questions.</p>
|
||||
|
||||
<p>The intention is simply to make it a little harder for students
|
||||
to copy from each other.</p>
|
||||
|
||||
<p>This option is not related to the use of Random Questions.</p>
|
||||
@@ -1,11 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Shuffle questions</B></P>
|
||||
|
||||
<p>If you enable this option, then the order of questions in
|
||||
the quiz will be randomly shuffled each time a student attempts
|
||||
the quiz.</p>
|
||||
|
||||
<p>This is not related to the use of Random Questions, this is only
|
||||
about the displayed order of questions.</p>
|
||||
|
||||
<p>The intention is to make it a little harder for students to copy from
|
||||
each other.</p>
|
||||
@@ -1,5 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Opening and closing the quiz</B></P>
|
||||
|
||||
<P>You can specify times when the quiz is accessible for people to make attempts.
|
||||
|
||||
<P>Before the opening time, and after the closing time, the quiz will be unavailable.
|
||||
@@ -1,11 +0,0 @@
|
||||
<P ALIGN=CENTER><B>True/False questions</B></P>
|
||||
|
||||
|
||||
<P>In response to a question (that may include a image) the respondent
|
||||
chooses from True or False.
|
||||
|
||||
<P>If feedback is enabled, then the appropriate feedback message is
|
||||
shown to the respondent after answering the quiz. For example,
|
||||
if the correct answer is "False", but they answer "True" (getting
|
||||
it wrong) then the "True" feedback is shown.
|
||||
</P>
|
||||
@@ -1,13 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Reading</B></P>
|
||||
|
||||
<P>When reading texts quickly it is often very easy to misunderstand what the
|
||||
author was trying to say.</P>
|
||||
|
||||
<P>To avoid misunderstanding, read their words carefully and try to see things
|
||||
from the author's point of view.<P>
|
||||
|
||||
<P>It can also help to think of what the author has NOT said or left in doubt
|
||||
- this may help you form questions in your own mind.</P>
|
||||
|
||||
<P ALIGN=RIGHT><? helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>
|
||||
<P ALIGN=RIGHT><? helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>
|
||||
@@ -1,27 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Resource Type</B></P>
|
||||
|
||||
<P>Resources are any content you can dream up. These are the
|
||||
different types, which mostly specify how the content is
|
||||
to be accessed:
|
||||
|
||||
<P><B>Plain text</B> - the easiest type. You can just type (edit) the page into a form
|
||||
on the following page. Some things you type will be automatically formatted, just like
|
||||
forum postings. See help on typing text: <? helpbutton("text", get_string("helptext")) ?>
|
||||
|
||||
<P><B>HTML text</B> - for more advanced users. No automatic formatting is performed,
|
||||
you need to do it all manually using HTML codes.
|
||||
|
||||
<P><B>Reference</B> - a scholarly reference to a journal or book.
|
||||
|
||||
<P><B>Uploaded file</B> - displays any file you have uploaded into the course. See the 'Files' section.
|
||||
|
||||
<P><B>Web link</B> - A URL to somewhere on the web. When anyone clicks on this resource
|
||||
activity they will be taken out of the course (the page you've specified will fill the browser window).
|
||||
|
||||
<P><B>Web page</B> - A URL to somewhere on the web. Like the previous type, this
|
||||
will display a web page. Unlike the previous type, though, the page will displayed
|
||||
within a frame, as if it is integrated within the course.
|
||||
|
||||
<P><B>Program</B> - an external program that requires information passed to it
|
||||
about the current Moodle user and course. This allows external web applications
|
||||
to cooperate with Moodle.
|
||||
@@ -1,8 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Reading Summary</B></P>
|
||||
|
||||
<P>The summary is a very short description of the resource.
|
||||
|
||||
<P>Do not be tempted to write too much here, or to include the
|
||||
resource itself!
|
||||
|
||||
<P>You'll get a chance to specify the content on the next page.
|
||||
@@ -1,160 +0,0 @@
|
||||
<P ALIGN=CENTER><B>About the Richtext HTML editor</B></P>
|
||||
|
||||
<P>Availability: <B>
|
||||
<? if (!$CFG->htmleditor) {
|
||||
print_string("htmleditordisabledadmin");
|
||||
} else if (!$USER->htmleditor) {
|
||||
print_string("htmleditordisabled");
|
||||
} else if (!can_use_richtext_editor()) {
|
||||
print_string("htmleditordisabledbrowser");
|
||||
} else {
|
||||
print_string("htmleditoravailable");
|
||||
}
|
||||
?>
|
||||
</B></P>
|
||||
|
||||
<P>The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code.
|
||||
|
||||
<P>In addition to formatting text, this editor provides a number of extra features you may find useful.
|
||||
|
||||
<P><B>Paste text in from other Applications</B></P>
|
||||
<UL>
|
||||
<P>You can cut and paste rich text from other Windows applications such as Microsoft Word
|
||||
straight into this editor, and your formatting will be preserved. Just use the normal cut and paste
|
||||
menus in your web browser (or Control-C and Control-V).
|
||||
</UL>
|
||||
|
||||
<P><B>Inserting images <img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>
|
||||
<UL>
|
||||
<P>If you have images that are already published on a web site and accessible via a URL, you can include these images in your texts using the "Insert Image" button.
|
||||
</UL>
|
||||
|
||||
<P><B>Inserting Tables <img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>
|
||||
<UL>
|
||||
<P>To add layout to your texts, you can use the "Insert Tables" button in the toolbar.
|
||||
</UL>
|
||||
|
||||
<P><B>Inserting Links <img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>
|
||||
<UL>
|
||||
<P>To make a new link, first type the text that you want to be a link. Then select it and click the link button in the toolbar. Type the URL you want to link to and it's done!
|
||||
</UL>
|
||||
|
||||
|
||||
<P><B>Inserting smilies (emoticons) <img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>
|
||||
<UL>
|
||||
<P>To embed these small icons in your text, click on the smiley icon in the toolbar. A dialog will pop up that allows you to select from the following smiley icons. (Alternatively, you can just type the corresponding code straight into your text and it will be converted later when your text is displayed).
|
||||
|
||||
<table border="1">
|
||||
<tr valign="top">
|
||||
<td>
|
||||
<table border="0" align="center" cellpadding="10">
|
||||
<tr>
|
||||
<td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
|
||||
<td>smile</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
|
||||
<td>big grin</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-D</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
|
||||
<td>wink</td>
|
||||
<td NOWRAP><FONT FACE=Courier>;-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
|
||||
<td>mixed</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-/</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
|
||||
<td>thoughtful</td>
|
||||
<td NOWRAP><FONT FACE=Courier>V-.</FONT></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
|
||||
<td>tongue out</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-P</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
|
||||
<td>cool</td>
|
||||
<td NOWRAP><FONT FACE=Courier>B-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
|
||||
<td>approve</td>
|
||||
<td NOWRAP><FONT FACE=Courier>^-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
|
||||
<td>wide eyes</td>
|
||||
<td NOWRAP><FONT FACE=Courier>8-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
|
||||
<td>surprise</td>
|
||||
<td NOWRAP><FONT FACE=Courier>8-o</td>
|
||||
</tr>
|
||||
</table>
|
||||
</td>
|
||||
<td>
|
||||
<table border="0" align="center" cellpadding="10">
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
|
||||
<td>sad</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-(</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
|
||||
<td>shy</td>
|
||||
<td NOWRAP><FONT FACE=Courier>8-.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
|
||||
<td>blush</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-I</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
|
||||
<td>kisses</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:-X</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
|
||||
<td>clown</td>
|
||||
<td NOWRAP><FONT FACE=Courier>:o)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
|
||||
<td>black eye</td>
|
||||
<td NOWRAP><FONT FACE=Courier>P-|</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
|
||||
<td>angry</td>
|
||||
<td NOWRAP><FONT FACE=Courier>8-[</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
|
||||
<td>dead</td>
|
||||
<td NOWRAP><FONT FACE=Courier>xx-P</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
|
||||
<td>sleepy</td>
|
||||
<td NOWRAP><FONT FACE=Courier>|-.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
|
||||
<td>evil</td>
|
||||
<td NOWRAP><FONT FACE=Courier>}-]</td>
|
||||
</tr>
|
||||
</table>
|
||||
</table>
|
||||
|
||||
</UL>
|
||||
|
||||
|
||||
@@ -1,10 +0,0 @@
|
||||
<p align=center><b>Topic/Week summaries</b></p>
|
||||
|
||||
<p>The idea of a topic summary is a very short text to prepare students
|
||||
for the activities within this topic (or week).</p>
|
||||
|
||||
<p>Each summary should be very short so that the course page doesn't become too long.</p>
|
||||
|
||||
<p>If you find yourself wanting to say more than a sentence or two then
|
||||
consider adding a resource to this topic instead (for example, the first activity
|
||||
might be a page called <b>About This Topic</b>).</p>
|
||||
@@ -1,99 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Available surveys</B></P>
|
||||
|
||||
<P>Currently, Moodle only offers specific types of surveys (future versions
|
||||
will enable you to create your own).</P>
|
||||
|
||||
<P>The available surveys have been chosen as being particularly useful for
|
||||
evaluating online learning environments that use a constructivist pedagogy.
|
||||
They are useful to identify certain trends that may be happening among
|
||||
your participants.
|
||||
|
||||
(To see a paper where these are used in a detailed analysis, see:
|
||||
<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>
|
||||
|
||||
<HR>
|
||||
<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
|
||||
<UL>
|
||||
<p>The COLLES comprises an economical 24 statements grouped into six scales,
|
||||
each of which helps us address a key question about the quality of the on-line
|
||||
learning environment: </p>
|
||||
|
||||
<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
|
||||
<tr>
|
||||
<td valign=top>Relevance</td>
|
||||
<td>How relevant is on-line learning to students' professional practices?
|
||||
</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td valign=top>Reflection </td>
|
||||
|
||||
<td>Does on-line learning stimulate students' critical reflective thinking?
|
||||
</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td valign=top>Interactivity </td>
|
||||
<td>To what extent do students engage on-line in rich educative dialogue?
|
||||
</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td valign=top>Tutor Support</td>
|
||||
|
||||
<td>How well do tutors enable students to participate in on-line learning?
|
||||
</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td valign=top>Peer Support </td>
|
||||
<td>Is sensitive and encouraging support provided on-line by fellow students?
|
||||
</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td valign=top>Interpretation </td>
|
||||
|
||||
<td>Do students and tutors make good sense of each other's on-line communications?</td>
|
||||
</tr>
|
||||
</table>
|
||||
|
||||
<p>Underpinning the dynamic view of learning is a new theory of knowing: social
|
||||
constructivism, which portrays the learner as an active conceptualiser within
|
||||
a socially interactive learning environment. Social constructivism is an epistemology,
|
||||
or way of knowing, in which learners collaborate reflectively to co-construct
|
||||
new understandings, especially in the context of mutual inquiry grounded in
|
||||
their personal experience. </p>
|
||||
|
||||
<p>Central to this collaboration is the development of students' communicative
|
||||
competence, that is, the ability to engage in open and critical discourse
|
||||
with both the teacher and peers. This discourse is characterised by an empathic
|
||||
orientation to constructing reciprocal understanding, and a critical attitude
|
||||
towards examining underlying assumptions. </p>
|
||||
|
||||
<p>The COLLES has been designed to enable you
|
||||
to monitor the extent to which you are able to exploit the interactive capacity
|
||||
of the World Wide Web for engaging students in dynamic learning practices. </p>
|
||||
|
||||
<P>
|
||||
(This information has been adapted from the COLLES page. You can find out more about
|
||||
COLLES and the authors of it at:
|
||||
<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>
|
||||
</UL>
|
||||
|
||||
|
||||
<HR>
|
||||
<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
|
||||
<UL>
|
||||
|
||||
<P>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.
|
||||
|
||||
<P>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
|
||||
|
||||
<P>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.
|
||||
|
||||
<P>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.
|
||||
|
||||
<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </I></P>
|
||||
|
||||
<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</I></P>
|
||||
|
||||
<P><I>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</I></P>
|
||||
|
||||
|
||||
</UL>
|
||||
@@ -1,22 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Teachers</B></P>
|
||||
|
||||
<P>This page shows the list of people who are assigned to be
|
||||
"teachers" in this course (by the system administrator).
|
||||
|
||||
<P>You can use this form to assign a role (title) to each person
|
||||
such as "Professor", "Tutor", "Assistant" and so on. These
|
||||
will appear on the site's course listing and also on the
|
||||
list of participants for your course. If you leave the
|
||||
role empty then the default word for teacher will be used
|
||||
(the one you set in the Course Settings page).
|
||||
|
||||
<P>You can also order this list (to put the main teacher at the
|
||||
top, for example). Simply select numbers from the menus
|
||||
in the "Order" column. After pressing "Save changes" you will
|
||||
see the new order.
|
||||
|
||||
<P><B>NOTE:</B> A special case occurs if you use select "Hide"
|
||||
for a teacher. In this case, the teacher will
|
||||
NOT BE SHOWN on the course listings or the list of
|
||||
participants. They will be "hidden" from students
|
||||
(unless they post messages to the forums etc)
|
||||
@@ -1,144 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Help on writing text</B></P>
|
||||
|
||||
Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text.
|
||||
|
||||
<P><B>Smilies (emoticons)</B></P>
|
||||
<UL>
|
||||
<P>To embed these small icons in your text, just type the associated code. These codes themselves are like little pictures if you turn your head to the left when looking at them.</P>
|
||||
|
||||
<table border="1">
|
||||
<tr valign="top">
|
||||
<td>
|
||||
<table border="0" align="center" cellpadding="10">
|
||||
<tr>
|
||||
<td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
|
||||
<td>smile</td>
|
||||
<td><FONT FACE=Courier>:-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
|
||||
<td>big grin</td>
|
||||
<td><FONT FACE=Courier>:-D</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
|
||||
<td>wink</td>
|
||||
<td><FONT FACE=Courier>;-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
|
||||
<td>mixed</td>
|
||||
<td><FONT FACE=Courier>:-/</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
|
||||
<td>thoughtful</td>
|
||||
<td><FONT FACE=Courier>V-.</FONT></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
|
||||
<td>tongue out</td>
|
||||
<td><FONT FACE=Courier>:-P</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
|
||||
<td>cool</td>
|
||||
<td><FONT FACE=Courier>B-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
|
||||
<td>approve</td>
|
||||
<td><FONT FACE=Courier>^-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
|
||||
<td>wide eyes</td>
|
||||
<td><FONT FACE=Courier>8-)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
|
||||
<td>surprise</td>
|
||||
<td><FONT FACE=Courier>8-o</td>
|
||||
</tr>
|
||||
</table>
|
||||
</td>
|
||||
<td>
|
||||
<table border="0" align="center" cellpadding="10">
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
|
||||
<td>sad</td>
|
||||
<td><FONT FACE=Courier>:-(</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
|
||||
<td>shy</td>
|
||||
<td><FONT FACE=Courier>8-.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
|
||||
<td>blush</td>
|
||||
<td><FONT FACE=Courier>:-I</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
|
||||
<td>kisses</td>
|
||||
<td><FONT FACE=Courier>:-X</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
|
||||
<td>clown</td>
|
||||
<td><FONT FACE=Courier>:o)</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
|
||||
<td>black eye</td>
|
||||
<td><FONT FACE=Courier>P-|</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
|
||||
<td>angry</td>
|
||||
<td><FONT FACE=Courier>8-[</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
|
||||
<td>dead</td>
|
||||
<td><FONT FACE=Courier>xx-P</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
|
||||
<td>sleepy</td>
|
||||
<td><FONT FACE=Courier>|-.</td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
|
||||
<td>evil</td>
|
||||
<td><FONT FACE=Courier>}-]</td>
|
||||
</tr>
|
||||
</table>
|
||||
</table>
|
||||
|
||||
</UL>
|
||||
|
||||
<P><B>URLs</B></P>
|
||||
<UL>
|
||||
<P>Any "word" starting with <B>www.</B> or <B>http://</B> will automatically be turned into a clickable link.
|
||||
<P>For example: <A HREF="http://www.yahoo.com">www.yahoo.com</A> or <A HREF="http://curtin.edu">http://curtin.edu</A>
|
||||
</UL>
|
||||
|
||||
<P><B>HTML tags</B></P>
|
||||
<UL>
|
||||
<P>You can use a limited subset of HTML tags to add emphasis to your texts.
|
||||
<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>
|
||||
<TR><TH>HTML tags<TH>Produces</TR>
|
||||
<TR><TD><B> bold </B> <TD> <B>bold text</B> </TR>
|
||||
<TR><TD><I> italic </I> <TD> <I>italic text</I> </TR>
|
||||
<TR><TD><U> underline </U> <TD> <U>underlined text</U> </TR>
|
||||
<TR><TD><FONT SIZE=1> small </FONT> <TD> <FONT SIZE=1>small</FONT> </TR>
|
||||
<TR><TD><FONT SIZE=4> large </FONT> <TD> <FONT SIZE=4>large</FONT> </TR>
|
||||
<TR><TD><FONT COLOR=green> example </FONT> <TD> <FONT color=green>example</FONT> </TR>
|
||||
<TR><TD valign=top><UL><LI>one <LI>two </UL> <TD valign=top> <UL><LI>one<LI>two</UL> </TR>
|
||||
<TR><TD><HR><TD> <HR> </TR>
|
||||
</TABLE>
|
||||
</UL>
|
||||
|
||||
|
||||
@@ -1,41 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Formatting text</B></P>
|
||||
|
||||
<P>When writing text in Moodle there are currently two formats you can choose
|
||||
to produce your text, depending on your expertise and the type of browser
|
||||
you are using.
|
||||
|
||||
<P><B>Usually you can just leave this setting alone and things should
|
||||
work as you expect</B>.
|
||||
|
||||
<P><B>1. Moodle auto-format</B></P>
|
||||
|
||||
<UL>
|
||||
<P>This format is best for when you are using normal web forms for entry
|
||||
(instead of the Richtext HTML editor). Just type text normally, as if you
|
||||
were sending an email.
|
||||
|
||||
<P>When you save your text, Moodle will do a number of things to automatically
|
||||
format your text for you.
|
||||
<P>For example, URLs such as
|
||||
<A HREF="http://yahoo.com/">http://yahoo.com</A> or even
|
||||
<A HREF="http://www.yahoo.com/">www.yahoo.com</A> will be turned into links.
|
||||
<P>Your line breaks will be retained, and blank lines will start new paragraphs.
|
||||
<P>Smiley characters such as :-) will automatically become their graphical equivalents.
|
||||
<P>You can even embed HTML code if you want to and it will be retained.
|
||||
<P ALIGN=RIGHT><? helpbutton("text", get_string("helptext")) ?> More info about Moodle auto-formatting.</P>
|
||||
</UL>
|
||||
|
||||
<P><B>2. HTML format</B></P>
|
||||
|
||||
<UL>
|
||||
<P>This format assumes the text is pure HTML. If you are using the
|
||||
HTML editor to edit text then this is the default format - all
|
||||
the commands in the toolbar are producing HTML for you.
|
||||
|
||||
<P>Even if you are not using the Richtext HTML editor, you can use HTML code
|
||||
in your text and it should come out exactly as you intended.
|
||||
|
||||
<P>Unlike the Moodle auto-format, no automatic formatting is performed.
|
||||
<P ALIGN=RIGHT><? helpbutton("html", get_string("helphtml")) ?> More info about HTML</P>
|
||||
<P ALIGN=RIGHT><? helpbutton("richtext", get_string("helprichtext")) ?> More info about the Richtext HTML editor</P>
|
||||
</UL>
|
||||
@@ -1,82 +0,0 @@
|
||||
<p align="center"><b>Help on writing Wiki Formatted Pages</b></p>
|
||||
|
||||
<p>
|
||||
Wiki formatted pages provide a facility for marking up plain text with intutive human readable
|
||||
conventions that will be converted to XHTML when displayed. The big advantages are that you
|
||||
do not need to learn HTML to produce quite complex results, and that the text you write
|
||||
<em>looks</em> right to the eye even before conversion.
|
||||
</p>
|
||||
|
||||
<p>You should enter basically plain text. There are a number of <em>special</em> characters you
|
||||
can add to insert formatting</p>
|
||||
|
||||
<h3>Block level formatting</h3>
|
||||
|
||||
<p>
|
||||
Paragraph blocks are separated by at least one blank line. To add special formatting to a paragraph
|
||||
add one of the following special characters in the first character of the first line of the block followed
|
||||
by a space...
|
||||
</p>
|
||||
|
||||
<table>
|
||||
<tr><th>Character</th><th>Block Type</th></tr>
|
||||
<tr><td>No character</td><td>Ordinary paragraph</td></tr>
|
||||
<tr><td>></td><td>Quotation</td></tr>
|
||||
<tr><td>Space</td><td>Preformatted Text (Monospaced)</td></tr>
|
||||
<tr><td>%</td><td>Preformatted <em>and</em> Wikki formatting is ignored</td></tr>
|
||||
<tr><td>!#</td><td>Heading - where # is 1-6, the heading level (1 is biggest)</td></tr>
|
||||
</table>
|
||||
|
||||
<h3>List formatting</h3>
|
||||
|
||||
<p>simple lists can be constructed easily by placing a special character at the start of each line in the list followed by a space.
|
||||
The list is terminated by a blank line. At present lists cannot be intermixed or nested. Definition list
|
||||
definitions and text types maybe freely intermixed to obtain the desired effect however. The special characters
|
||||
are as follows...</p>
|
||||
|
||||
<table>
|
||||
<tr><th>Character</th><th>List itme type</th></tr>
|
||||
<tr><td>*</td><td>Unordered List (bullet points)</td></tr>
|
||||
<tr><td>#</td><td>Ordered List (1,2,3 etc)</td></tr>
|
||||
<tr><td>:</td><td>Definition list, definition</td></tr>
|
||||
<tr><td>;</td><td>Definition list, text</td></tr>
|
||||
</table>
|
||||
|
||||
<h3>Inline formatting</h3>
|
||||
|
||||
<p>Inline formmating allows part of a line to be marked as having a particular style. The special
|
||||
characters used can appear anywhere on a line, but note that the formatting cannot
|
||||
cross lines. Codes are as follows...</p>
|
||||
|
||||
<table>
|
||||
<tr><th>Example</th><th>Example</th><th>Formatting</th></tr>
|
||||
<tr><td>*hello world*</td><td><strong>hello world</strong></td><td>Strong or Bold</td></tr>
|
||||
<tr><td>/hello world/</td><td><em>hello world</em></td><td>Emphasis or Italics</td></tr>
|
||||
<tr><td>+hello world+</td><td><ins>hello world</ins></td><td>Inserted text</td></tr>
|
||||
<tr><td>-hello world-</td><td><del>hello world</del></td><td>Deleted or Strikethrough</td></tr>
|
||||
<tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>Subscript</td></tr>
|
||||
<tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>Superscript</td></tr>
|
||||
<tr><td>"hello world"</td><td><q>hello world</q></td><td>Quoted</td></tr>
|
||||
<tr><td>%hello world%</td><td><code>hello world</code></td><td>Code or Monospaced</td></tr>
|
||||
<tr><td>@hello world@</td><td><cite>hello world</cite></td><td>Cite</td></tr>
|
||||
</table>
|
||||
|
||||
<h3>Acronyms</h3>
|
||||
|
||||
<p>Acronym tagging is acheived by placing the acronym in capital letters followed by the description
|
||||
is parenthesis. There must be no space between the acronym and the parenthesis. Example...</p>
|
||||
|
||||
<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>
|
||||
|
||||
<h3>Automatic reformattion</h3>
|
||||
|
||||
<p>Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as
|
||||
follows...</p>
|
||||
|
||||
<ul>
|
||||
<li>HTTP links are converted into active links
|
||||
<li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 are all converted to the correct character
|
||||
<li> digits x digits converts to correct multiply symbol
|
||||
<li>A line starting with at least four dashes is converted into a horizontal line
|
||||
</ul>
|
||||
|
||||
@@ -1,20 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Adding a Comment</B></P>
|
||||
|
||||
<P>Comments can be added to an assessment to:
|
||||
|
||||
<OL>
|
||||
<LI>Add additional explaination or clarification to the assessment (by
|
||||
the student who assessed the piece of work);
|
||||
<LI>Query the statements made in the assessment (by the student whose
|
||||
piece of work is being assessed;
|
||||
<LI>Try to resolve difficulties which may have arisen during the discussion
|
||||
on the assessment (by the teacher);
|
||||
</OL>
|
||||
<P>The aim of the comments is to try either reach agreement on the
|
||||
current assessment or persuade the assessor to revise their assessment.
|
||||
This discussion should be undertaken in a reasonable way.
|
||||
|
||||
<P>If the work is reassessed then the old comments are discarded and
|
||||
are no longer shown with the new assessment.
|
||||
|
||||
</P>
|
||||
@@ -1,35 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Agreement of Assessments</B></P>
|
||||
|
||||
<P>A workshop assignment can have either of these characteristics:
|
||||
|
||||
<OL>
|
||||
<LI>In the submission and assessment phase when the students see the
|
||||
assessments made by other students there is no feedback
|
||||
from the students who submitted the work to the students who made
|
||||
the assessment. There may be feedback from the teacher if the teacher
|
||||
choses to grade the student assessments and then the teacher's grades and
|
||||
comments will be available to both the student whose work it is and
|
||||
to the student who made the assessment. There will be, however,
|
||||
be only one way feedback between peers on any one piece of work.
|
||||
|
||||
<LI>In the submission and assessment phase the students see the
|
||||
assessments made by other students and they are allowed to comment
|
||||
on these assessments. They may agree or disagree with the (peer) assessment.
|
||||
If they agree with the assessment then the assessment stands and is
|
||||
used in the final calculations when determining the peer grade given to
|
||||
the particular piece of work. If, however, they do not agree with an
|
||||
assessment the student who made the assessment is given an
|
||||
opportunity to revise it. The revise/disagree loop can continue until
|
||||
either agreement is reached or the deadline is reached. An assessment
|
||||
which is still in "dispute" when the deadline is reached
|
||||
is not used in the final calculations. This gives two way feedback
|
||||
between peers on each piece of work.
|
||||
</OL>
|
||||
<P>If the second method of working is chosen there is the option of switching off the display
|
||||
of grades. That is, if this "hide grades" option is exercised, only the comments
|
||||
in the assessment are shown to the student who work is being assessed.
|
||||
The grades are shown only after agreement has been reached (on the
|
||||
comments alone). Note that this option only effective when agreement on
|
||||
assessments is required.
|
||||
|
||||
</P>
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,21 +0,0 @@
|
||||
<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>
|
||||
@@ -1,23 +0,0 @@
|
||||
<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>
|
||||
@@ -1,54 +0,0 @@
|
||||
<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
|
||||
|
||||
<P>The table on this screen shows how the the final grades for the students
|
||||
are calculated. The final grades are a weighted sum of up to five components.
|
||||
|
||||
<OL>
|
||||
<LI>The teacher's grade for their submitted work. This is optional and will be
|
||||
used if the teacher actually assesses the student's work. If the student submits
|
||||
more than one peice of work the "best" grade is used. Here, best
|
||||
means the piece of work with the highest weighted combination of teacher's
|
||||
grade and peer grade...
|
||||
<LI>The average of the peer grades for their submitted work. Again if the student
|
||||
submits more than one peice of work the "best" grade is used. The
|
||||
peer grade can optionally
|
||||
include the teacher's grade. This grade would be included if the number of
|
||||
peer gradings is very low or it is thought that the peer gradings are suspect
|
||||
either because of bias (usually on the high side) or for not being reliable.
|
||||
If included the teacher's grade is treated in the same way as a peer grade in
|
||||
the calculation of the average.
|
||||
<LI>The student's bias in grading peer work. This is measure of whether the
|
||||
student grades work either too high or too low. It is not an absolute measure
|
||||
as it is based on the difference between the student's grade and the peer
|
||||
averages for each of the submissions they assessed. In general this component
|
||||
should NOT be given a high weighting.
|
||||
<LI>The student's reliability in grading peer work. This is a measure on how well
|
||||
a students grades follow the peer average for the peices of work they
|
||||
assessed. The measure discounts the student bias and averages the absolute
|
||||
differences between their grades and the peer average grades. In theory if
|
||||
the students gives high marks for good peices of work and low marks for poor
|
||||
pieces of work their reliability will be high. If it is suspected that the students in
|
||||
general are poor assessors then the teacher's grades should be included into
|
||||
the ppeer averages, this should make the reliability values more meaningful.
|
||||
<LI>The average grade given by the teacher for the student's assessments.
|
||||
This includes both the preliminary assessments made by the student on the
|
||||
example pieces of work and any grading the teacher makes on the asessments
|
||||
produced during the peer assessement phase of the assignment. In general this
|
||||
component is probably more important than both the Bias and Reliability
|
||||
components and thus, if available, should be weighted higher.
|
||||
</OL>
|
||||
|
||||
<P>These five components can be weighted as deemed appropriate for the
|
||||
assignment. For example the teacher's grade might be weighted strongly
|
||||
if the peer grading part of the assignment is only considered a minor part
|
||||
of the assignment as a whole. Alternatively, if the teacher only grades a few
|
||||
of the submissions these grades can be ignored by giving them a zero weighting.
|
||||
If the assignment is all about the students as judges and the providing of feedback
|
||||
then first two components may be set to zero (or low) and the students'
|
||||
grading abilities will determine the final grades.
|
||||
|
||||
<P>Note that this screen is used iteratively and the final grades are not normally
|
||||
made available to the students until the final phase of the assignment. Once the
|
||||
the teacher is happy with the final grades and their weightings then they can
|
||||
be made available to the students.
|
||||
</P>
|
||||
@@ -1,6 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Editing a Comment</B></P>
|
||||
|
||||
<P>As with other items there is a short period of time allowed when
|
||||
the text of comments can be amended. The comment is not shown
|
||||
on the assessment until this period has elapsed.
|
||||
</P>
|
||||
@@ -1,56 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Assignment Elements</B></P>
|
||||
|
||||
<P>For ease of grading, a Workshop Assignment should have a reasonable
|
||||
number of "Assessment Elements". Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<P>The type of elements dependent of the assignment's grading strategy.
|
||||
|
||||
<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
|
||||
The assessor is asked to comment on each of these aspects. As with all the grading
|
||||
strategies, there is also an area for general comments.
|
||||
|
||||
|
||||
<P><B>Accumulative Grading.</B> The elements have the following three features:
|
||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI>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 assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.
|
||||
</OL>
|
||||
<P><B>Error Banded Grading.</B> The elements will normally describe certain items
|
||||
or aspects which must be present in the assignment. The assessment is made on the
|
||||
present or absence of these items or aspects. The teacher must all set of grade table which
|
||||
give the suggested grades when all the items are present, when one is absent, when two are
|
||||
absent, etc. If certain items are more important than others then those items can be given
|
||||
a weighting greater than one. Minor items can be given a weighting less than one. The
|
||||
overall "error count" is a weighted sum of the missing items. The assessor
|
||||
can always make a minor adjustment to these suggested grades.
|
||||
|
||||
<P><B>Criteria Grading.</B> The elements will give a set of "level" statements
|
||||
which can be used to rank the assignment. The statements may be cumulative or they may
|
||||
each be self contained. The assessor must decide which statement best fits each piece of
|
||||
work. The teacher must also relate each criterion statement with a suggested grade. These
|
||||
should normally be in order. The assessor can make a minor adjustment to these
|
||||
suggested grades.
|
||||
</P>
|
||||
@@ -1,21 +0,0 @@
|
||||
<P ALIGN=CENTER><B>The Final Grades</B></P>
|
||||
|
||||
<P>The table on this screen lists the final grades and their breakdown as shown to
|
||||
the students. If there are missing values in the table then it is possible to "go back"
|
||||
and add these. In fact, there are two adjustments which can be made to the Final Grades.
|
||||
|
||||
<OL>
|
||||
<LI>If a teacher's grade needs to be added then the piece of work can be
|
||||
graded by going
|
||||
to the teacher's Management screen for assignment and clicking on the link "Student
|
||||
Submissions for Assessment". Any otherstanding submissions can be graded. Once this has
|
||||
been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
|
||||
similar way any assessments which have not been graded can be graded from the Management
|
||||
screen.
|
||||
<LI>If it is desired to use a different weighting scheme then the assignment should be moved
|
||||
back to Phase 3 and link "Calculate Final Grades" can be clicked and the new
|
||||
weights entered. After the grades have been re-calcualted the assignment should be moved
|
||||
to Phase 4 to make the new grades available.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,32 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Grading of Peer Assignments</B></P>
|
||||
|
||||
<P>For ease of grading a Peer Assignment is divided into a number of
|
||||
assessment "elements". Each element covers
|
||||
a particular aspect of the assignment. Depending on the type of assessment,
|
||||
for each element you should
|
||||
<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 teacher may look at your assessment and may well query a grade
|
||||
if there is no explaination.
|
||||
</OL>
|
||||
|
||||
<P>In other type of asessments, you are asked to determine if various items
|
||||
are present or absent, in others you are asked to choose which statement best
|
||||
fits the peice of work. In both of these assignments you can adjust the grade
|
||||
somewhat as you see fit.
|
||||
|
||||
<P>The last box on this form allows you to make a general comment on the
|
||||
work. This should justify your assessment. It should be polite and as far as
|
||||
possible constructive. Your assessment will be shown to the student who
|
||||
produced the piece of work.
|
||||
|
||||
<P>You have a limited period of time, typically half an hour, in which to
|
||||
change your mind and alter your grades or comments. Once that period
|
||||
is over the person whose work you are assessing is notified about the assessment.
|
||||
At that stage you can view your assessment but you cannot change it.
|
||||
|
||||
</P>
|
||||
@@ -1,20 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Grading the Student Assessments</B></P>
|
||||
|
||||
<P>This screen is used to enter the teacher's grade for the assessment made
|
||||
by the student during the submission and assessment phase of the assignment. A relatively
|
||||
simple grading is used, the score out of 20. The treacher can decide what is
|
||||
being graded and the relative scores from the instructions given to the students
|
||||
before the assignment started. For example, at a higher level the students may be
|
||||
required to give critical comments, at an intermediate level the students may be
|
||||
required to point out strengths and weaknesses, and at a lower level the students
|
||||
may be simply pointing out errors and inaccuracies.
|
||||
|
||||
<P>If available the Teacher's own assessment is shown before that of the
|
||||
student so an easy comparison can be made. The teacher's own
|
||||
comments can act as a kind of benchmark.
|
||||
|
||||
<P>The grades of assessment is
|
||||
saved by clicking on the apprpriate button at the foot of the page. There is a
|
||||
chance to repeat the grading within the "editing" period. Once that
|
||||
time has elapsed the grade is made available to the student.
|
||||
</P>
|
||||
@@ -1,73 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Grading Strategy</B></P>
|
||||
|
||||
<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
|
||||
|
||||
<OL>
|
||||
<LI><B>No grading:</B> In this type of assignment the teacher is not
|
||||
interested in quantative assessment from the students at all. The students
|
||||
make comments of the pieces of works but not not grade them. The teacher,
|
||||
however, can, if desired, grade the student comments. These
|
||||
"grading grades" form the basis of the students' final grades.
|
||||
If the teacher does not grade the student assessments then the assignment
|
||||
does not have any final grades.
|
||||
|
||||
<LI><B>Accumulative grading:</B> This is the default type of grading.
|
||||
In this type of assignment the grade of each
|
||||
assessment is made up of a number of "assessment elements".
|
||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. A peer
|
||||
assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<P>Elements have the following three features:
|
||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI>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 assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.
|
||||
</OL>
|
||||
|
||||
<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
|
||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
|
||||
"errors" and the suggested grade. For example an assignment may have six
|
||||
significant items which should be present, the Grade Table will give suggested
|
||||
grades if all are present, one is absent, if two are absent, etc. The individual
|
||||
items can, if desired, be given weighting factors if some items are more important
|
||||
than others. The number of "errors" is a weighted sum of the items not
|
||||
present. By default each item is given a weight of one. The grading table is likely
|
||||
to be non-linear, for example
|
||||
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
|
||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
|
||||
to 20% either way to give the submission's final grade.
|
||||
|
||||
<LI><B>Criteria Grading:</B> This is simpliest type of assessment to grade (although
|
||||
not necessarily the most straightforward to set up). The submissions are
|
||||
graded against a set of criteria statments. The assessor choses which statement
|
||||
best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
|
||||
an assignment may be set up with, say, five criteria statements and the assessors
|
||||
must then choose one of the five statements for each of their assessments. As with
|
||||
the Banded assignment the assessor can adjust the suggested grade by up to
|
||||
20% to give the final grade.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -1,13 +0,0 @@
|
||||
<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>
|
||||
@@ -1,58 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Managing a Workshop Assignment</B></P>
|
||||
|
||||
<P>A Workshop Assignment is more complex than an ordinary assignment.
|
||||
It involves a number of steps or phases. These are
|
||||
<OL>
|
||||
<LI>The assessment of the assignment should be broken into a number
|
||||
of assessment ELEMENTS. This makes the grading of an assignment less
|
||||
arbitary and gives the students a framework on which to make assessments.
|
||||
The teacher has the role of setting up the assessment elements thus making a
|
||||
grading sheet. (See that page for more details.)
|
||||
|
||||
<P>With the assessment elements set up the teacher will normally submit a
|
||||
small number of example pieces of work. These are practice pieces for the
|
||||
students to assess before preparing their own pieces of work. However,
|
||||
before the assignment is made available to students, these example
|
||||
pieces should be assessed by the teacher. This provides the students
|
||||
with not only examples for the assignment but also specimen assessments
|
||||
on those examples.
|
||||
<P>The submission of example pieces of work by the teacher is optional
|
||||
and for certain assignments may not be appropriate.
|
||||
|
||||
<LI>The assignment is now opened to the students. If the teacher has set up
|
||||
example pieces of work the students can be asked to assess a number of these.
|
||||
In this case, the teacher must grade these assessments and the students must
|
||||
reach a satisfactory standard before they are allowed submit their own work.
|
||||
Here, a "satisfactory standard" has been set at 40%. Once a student
|
||||
has "passed" the required number of assessments they are free to
|
||||
submit their own work.
|
||||
<P>When a student submits a piece of work the teacher can, if desired assess that
|
||||
work. This assessment can be incorporated into the student final grade. These
|
||||
assessments, if they are required, can take place either during the submission
|
||||
phase of the assignment or after the submission deadline.
|
||||
<P>If the assignment incorporates peer assessment, students who have submitted
|
||||
work are shown other students' work to assess. When they have made an assessment
|
||||
their peer can see that assessment (but the other student cannot comment on it.)
|
||||
The teacher, however, can, if desired, grade the assessment and that score is taken
|
||||
forward towards the student's final grade.
|
||||
|
||||
<LI>After the deadline has passed, the teacher moves the assignment to the next phase
|
||||
where further submissions and assessments by students are not allowed. The teacher
|
||||
can, if wished, grade the peer assessments made by the students. This is not really
|
||||
necessary as provided a reason number of assessments have been made on each
|
||||
submission the "grading performance" of each student can be
|
||||
determined from the relative scores. The teacher now calculates the final grades
|
||||
of the students. These final grades are normally made up of three components,
|
||||
teacher's grade of the student's work, mean peer grade of the student's work
|
||||
and the student's grading performance. The last can include the mean "grading
|
||||
grade" entered by the teacher against a student's comments. These three
|
||||
components are given weights by the teacher before the calculation of the final
|
||||
grades takes place.
|
||||
|
||||
<LI>The final phase of the assignment is entered to allow the students to see their
|
||||
final grades. The teacher can, be desired, backtrack the assignment to allow some
|
||||
adjustment of, say, the weights used in the final grade calculation, the revised
|
||||
grades can then be shown to the students.
|
||||
</OL>
|
||||
|
||||
</P>
|
||||
@@ -1,11 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Number of Assessments of Student submissions</B></P>
|
||||
|
||||
<P>This number determines whether the students are asked to peer assess
|
||||
other students' work. If it is
|
||||
not zero then each student is offered that number of peices
|
||||
of work from other students. After assessment the originator of the work
|
||||
can view the comments and grade given by their peer. The teacher can also,
|
||||
if desired, grade these assessments and those grades can be used in the calculation of
|
||||
the final marks. The student is show the teacher's comments and grade
|
||||
for each of their assessments if available.
|
||||
</P>
|
||||
@@ -1,10 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Number of Assessments of Teacher's Examples</B></P>
|
||||
|
||||
<P>This number determines whether the students are asked to assess
|
||||
any example peices of work before submitting their own work. If it is
|
||||
not zero then each student must assess that number of example pieces
|
||||
of work to a satisfactory level. This means that the teacher must grade
|
||||
these assessments before the student can submit work. The student is
|
||||
shown the teacher's comments and grade for each of their
|
||||
assessments.
|
||||
</P>
|
||||
@@ -1,15 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Number of Comments, Elements, Bands or Criteria</B></P>
|
||||
|
||||
<P>The number entered here determines how many items will be used in
|
||||
the assessments. Depending on the type of grading strategy, this number
|
||||
gives the number of comments, assessments elements, bands or criteria
|
||||
to be used in the assessments. Typically an assignment will have
|
||||
something between 5 to 15 assessment items, the
|
||||
actual number depending on the size and complexity of the assignment.
|
||||
|
||||
<P>All assessments have a General Comments field. For a "No
|
||||
Grading" assignment the value given here determines the
|
||||
number of additional comment areas. It can be specified as zero and results
|
||||
in the assessment having only a single General Comments area.
|
||||
|
||||
</P>
|
||||
@@ -1,30 +0,0 @@
|
||||
<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>
|
||||
@@ -1,19 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
|
||||
|
||||
<P>By default, students cannot resubmit assignments, they are allowed only one submission.</P>
|
||||
|
||||
<P>If you turn this option on, then students will be allowed to submit more than one piece of work
|
||||
to this assignment. This may be useful if the teacher wants to encourage students to do better
|
||||
work by an iterative process.</P>
|
||||
|
||||
<P>The assessment of submissions is allocated on the basis of the number of assessments a piece
|
||||
of work has had. Thus new submissions from a student are likely to be candidates for peer
|
||||
assessment. However, if a student resubmits a number of pieces of work in quick succession then
|
||||
they are all equally likely to be assessed. The assignment does NOT give priority to the newest
|
||||
submission.
|
||||
|
||||
<P>When the student's final grade is calculated the submission with the highest grade is used. Here
|
||||
highest grade means the weighted combination of the teacher's grade and the peer grade if
|
||||
both are available.
|
||||
|
||||
</P>
|
||||
@@ -1,12 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Self Assessment</B></P>
|
||||
|
||||
<P>A workshop assignment can optionally include the student's own work
|
||||
in the set of pieces each student is asked to assess. This will mean that if, say, the
|
||||
number of student pieces of work each student has to assess is set at 5, then
|
||||
each student will be asked to assess 6 pieces of work, one of them being their own work.
|
||||
|
||||
<P>If the number of student pieces of work is set to zero and the self assessment option
|
||||
is turned on then the assignment becomes a self-graded assignment. This
|
||||
may or may not include the teacher's grading depending on the teacher's decision.
|
||||
|
||||
</P>
|
||||
@@ -1,22 +0,0 @@
|
||||
<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>
|
||||
@@ -1,14 +0,0 @@
|
||||
<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>
|
||||
@@ -1,13 +0,0 @@
|
||||
<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>
|
||||
@@ -1,23 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Writing</B></P>
|
||||
|
||||
<P>When writing text for others to read, try and write directly to your audience.</P>
|
||||
|
||||
<P>Explain your ideas as clearly and simply as you can to help avoid misunderstandings.
|
||||
One thing you can do is to avoid long words when a short one will do.</P>
|
||||
|
||||
<P>In the forums it will really help to keep your whole posts short and on-topic.
|
||||
Instead of one long rambling post that makes many different points, it may be
|
||||
better to write several shorter ones (they may even belong in separate forums).
|
||||
|
||||
<P>Re-edit your text as much as necessary until you get it right.
|
||||
Even in forum posts you have <?PHP echo ($CFG->maxeditingtime/60) ?> minutes
|
||||
after you've posted it to go back and improve it if necessary.</P>
|
||||
|
||||
<P>When replying to others, try and think of interesting questions you
|
||||
can ask them. This will help both you and the other person think (and learn!)
|
||||
about the subject you are discussing.</P>
|
||||
|
||||
|
||||
<P ALIGN=RIGHT><? helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>
|
||||
<P ALIGN=RIGHT><? helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>
|
||||
<P ALIGN=RIGHT><? helpbutton("ratings", get_string("separateandconnected"), "forum", true, true) ?></P>
|
||||
Reference in New Issue
Block a user