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Changes to the handling of example assessments; something on Rubrics.

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rkingdon
2003-08-27 15:43:16 +00:00
parent 0ae2c35f33
commit c257097c36
4 changed files with 66 additions and 37 deletions
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lang/en/help/workshop/elements.html
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@@ -47,10 +47,19 @@
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 &quot;level&quot; statements
<P><B>Criterion Grading.</B> The elements will give a set of &quot;level&quot; 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.
suggested grades.</P>
<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than
one criteria. The number of criteria is given in the assignment parameters. Within each
criterion there can be up to five &quot;level&quot; statements. In a given assignment
the number of levels can vary from criterion to criterion. When setting up a criterion a
blank level statement signals the end of the level statements. Thus some criteria may have
two levels, others have three, up to five levels. The criteria can be weighted. The levels
are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
scores.
</P>
lang/en/help/workshop/gradingassessments.html
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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.
may be simply pointing out errors and inaccuracies.</P>
<P>If available the Teacher's own assessment is shown before that of the
student so an easy comparison can be made. The teacher's own
comments can act as a kind of benchmark.
comments can act as a kind of benchmark.</P>
<P>The grades of assessment is
<P>The grade for the assessment is
saved by clicking on the apprpriate button at the foot of the page. There is a
chance to repeat the grading within the &quot;editing&quot; period. Once that
time has elapsed the grade is made available to the student.
</P>
time has elapsed the teacher's comment is made available to the student. The
&quot;grading grade&quot;, however, is not revealed to the student until the
final grades are made available. (The reason for this is the likely confusion
between the grade for the peice of work and the grade for the ASSESSMENT
of that work, at an early stage of an assignment the distinction will not be
clear to students.)</P>
lang/en/help/workshop/managing.html
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@@ -13,36 +13,39 @@
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.
pieces should be assessed by the teacher. This provides the teacher
with specimen &quot;answers&quot; when reviewing the students' assessments
of those examples (produced in the next phase).
<P>The submission of example pieces of work by the teacher is optional
and for certain assignments may not be appropriate.
and for certain assignments may not be appropriate.</P>
<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 &quot;satisfactory standard&quot; has been set at 40%. Once a student
has &quot;passed&quot; 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.
example pieces of work the students are required to assess a specified number
of these. (The number of assessments was given when the assignment was
created.) Once a student has made the required number of assessments
they can then submit their own work. In the case of an assignment with no
examples, the students are free to submit their own work without any delay.
<P>When a student submits a piece of work the teacher can, if desired, assess that
work. This assessment can be incorporated into the student's final grade. These
assessments can take place either during the submission phase of the
assignment or after the submission deadline.</P>
<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.
their peer can see that assessment. The student who submitted the work can
comment on the assessment if that option was chosen for this assignment.
The teacher can, if desired, grade these peer assessments and
these scores can be taken forward towards the students' final grades (but that
is not really necessary in many cases, see the next phase).</P>
<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 &quot;grading performance&quot; 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,
can, if wished, complete the grading of assessments made on the examples and the
grading of the student submissions. They can also grade the peer assessments made
by the students. This is NOT really necessary as, provided a reason number of
assessments have been made on each submission, the &quot;grading
performance&quot; of each student can be determined from the relative scores.
<P>When the grading has been completed, the teacher calculates the final grades
of the students. These final grades are normally made up of three components,
teacher's grade of the student's work, mean peer grade of the student's work
and the student's grading performance. The last can include the mean &quot;grading
grade&quot; entered by the teacher against a student's comments. These three
@@ -50,9 +53,20 @@
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
final grades. The teacher can, if desired, backtrack the assignment to allow some
adjustment of, say, the weights used in the final grade calculation, the revised
grades can then be shown to the students.
<P>The students (and the teacher) are also shown a &quot;League Table&quot;
of the student submissions. These are listed in order of grade, the top submission
is first. Here the grade given to the submission is a combination of the teacher's
grade and the average of the peer grades (if they are available). The weighting
used is that given during the previous phase.</P>
</OL>
<P>At any phase of the assignment the teacher can open the &quot;Administration&quot;
page. This shows the current state of the assignment. It lists the Teacher's example
submissions (if any), the students' assessments (of the teacher's examples, their own
work, and of other students' submissions), and the submissions of the students.
The teacher can use this page to assess and re-assess submissions, grade and
re-grade assessments, delete submissions and assessments, and generally watch
the progress of the assignment.</P>
</P>
lang/en/help/workshop/nassessmentsofteachersexamples.html
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<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.
any example pieces of work before submitting their own work. If it is
non-zero then each student must assess that number of example pieces
of work. They cannot submit their own work until these assessments
have been made. The teacher can, if wished, grade these assessments
and use those grades in the students' final grade. Any comments from
the teacher on these assessments are made available to the student but
the teacher's &quot;grading grades&quot; are not shown to the student
until after the deadline for submissions has passed.
</P>