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removing English help files from non-English language packs

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koenr
2004-07-06 21:32:21 +00:00
parent edf9d85ab4
commit e358a2c60d
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lang/et/help/cookies.html
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<p align="center"><b>Cookies</b></p>
<p>Two cookies are used by this site.</p>
<p>The essential one is the session cookie, usually called <b>MoodleSession</b>. You must allow this cookie
into your browser to provide continuity and maintain your login from page to page. When you log out or
close the browser this cookie is destroyed (in your browser and on the server).</p>
<p>The other cookie is purely for convenience, usually called something like <b>MOODLEID</b>. It just remembers
your username within the browser. This means when you return to this site the username field on the
login page will be already filled out for you. It is safe to refuse this cookie - you will just have
to retype your username every time you log in.</p>
lang/et/help/courseavailability.html
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<p align="center"><b>Course availability</b></p>
<P>This option allows you to "hide" your course
completely.</p>
<p>It will not appear on any course listings, except to
teachers of the course and administrators.</p>
<p>Even if students try to access the course URL directly,
they will not be allowed to enter.</p>
lang/et/help/coursegrades.html
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<p align="center"><b>Grades</b></p>
<P>Many of the activities allow grades to be set.</p>
<p>By default, the results of all grades within the
course can be seen in the Grades page, available
from the main course page.</p>
<p>If a teacher is not interested in using grades in a
course, or just wants to hide grades from students,
then they can disable the display of grades in the
Course Settings. This does not prevent individual
activities from using or setting grades, it just
disables the results being displayed to students.</p>
lang/et/help/resource/resourcetype.html
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<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:
<font size="2" face="Arial, Helvetica, sans-serif"><strong>Ressurside t&uuml;&uuml;bid
</strong>
</font><font face="Arial, Helvetica, sans-serif"><p><font size="2">Ressursidel v&otilde;ib olla mistahes sisu. Nende erinevad t&uuml;&uuml;bid
<P ALIGN=CENTER><B>Ressurside t&uuml;&uuml;bid</b></p>
<p>Ressursidel v&otilde;ib olla mistahes sisu. Nende erinevad t&uuml;&uuml;bid
m&auml;&auml;ravad enamasti &auml;ra, kuidas sisule juurde p&auml;&auml;seb.<br>
<br>
<strong>Lihttekst </strong>&#8211; k&otilde;ige tavalisem t&uuml;&uuml;p. V&otilde;id
lang/ro/help/surveys.html
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<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>
lang/ro/help/teachers.html
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<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)
lang/sv/help/quiz/formatctm.html
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<p align="center"><b>Att importera filer av typen "Testhanterare f&ouml;r kursen"</b></p>
<p>
Course Test Manager is an "End of Lifetime" software package from Course Technology.
It is no longer being actively developed by Course Technology. It has been replaced by
a new test manager called ExamView. However, there has never been a migration path to allow
this format to be exported from CTM testbanks to any other common test format. This is why this
module has been written.</p>
<p> In order to import questions from CTM, you must have CTM installed on a Windows machine, and
have access to the MS Access data files on that machine. Two data files are required in order to
access the data files:</p>
<ul><li>System.mda - This file is in the top directory of your CTM installation, and is referred to
in MS access parlance as the "System Database".</li>
<li>ctm.mdb - this is the database that contains the test bank questions. There is one of these databases
for each course installed in CTM. It is located in a directory one level bellow your CTM installation
directory.</li>
</ul>
</p>The import process is somewhat different based on whether you're running moodle on Windows or Linux.
Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP)
on the same network as your moodle system in order to host the Access database while importing test banks.</p>
<p>The process is somewhat easier on a <b>Windows-based</b> moodle system. All you need to do to use the CTM import
class is:</p>
<ol><li>upload the system.mda system database to moodle using the file manager. It doesn't matter what course you
upload the system.mda file to. Moodle will find it regardless.</li>
<li>Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb
database as the file to import. If you did this correctly, you will see another screen that allows you
to choose the sub-category of questions to import from the database. The reason this step is here is that
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
sections of the course.</li>
</ol>
<p>The process on a <b>Linux-based</b> moodle system includes a third-party software component called the
<a href="http://odbcsock.sourceforge.net/" target="_new"><b>ODBC Socket Server</b></a>. In order to import CTM databases on Linux, you must first download and install
this small network program on the Windows system that hosts your CTM databases. <b>Do not</b> follow the installation
steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be!
Instead, follow these steps to install this program on your Windows system:</P>
<ol><li>Go to the windows system and unzip the install file you downloaded from
<a href="http://odbcsock.sourceforge.net/" target="_new">this site</a> on the system.</li>
<li>Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory
(probably C:\WINNT\ or C:\Windows) or your Program Files directory. </li>
<li>Install the ODBC Socket Server as a Service on the system with this command:<br />
<b>&lt;path you copied the file to in the step above&gt;ODBCSocketServer.exe /Service</b><br />
You may do this by typing this command from Start-&gt;Run... dialog, or from a command prompt.</li>
<li>Open the Service Manager by either going to
Start-&gt;Settings-&gt;Control Panels-&gt;Administrative Tools-&gt;Services or by right-clicking on
<b>My Computer</b>, choosing <b>Manage</b>, then choosing <B>Services and Applications-&gt;Services</b> from
the right panel. You may also access the Service manager by typing <b>services.msc</b> in the Start-&gt;Run...
dialog</li>
<li>In the Service manager, right-click the ODBC Socket Server item and choose the <b>Start</b> item. It's status
should change to "started" when you do this. Note that you may stop and/or disable this service completely after
you've completed the import process.</li>
<li>Make sure that the system.mda and ctm.mdb access data files are on the machine,
and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can
determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers"
tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database
or databases you're interested in importing data from. Make note of the full local paths to these files as well
as the IP address or hostname of the Windows server. You're going to need this information for the import process.</li>
<li>Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the
"import questions from file" process. <B>NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - </B>
YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE <b>WILL NOT</b>
BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER
INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server
machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the
previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow
you to choose the sub-category of questions to import from the database. The reason this step is here is that
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY
AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!</li>
</ol>
<P>If you received error messages during this process, you may find this technical information useful.
The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of
the query results. The import class parses that XML and use it just like I use a local query to do the importing.
</p>
lang/th/help/assignment/mods.html
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<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>
lang/th/help/attendance/autoattend.html
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<p align="center"><b>Automatic Attendance Logging</b></p>
<p>When this option is turned on, the attendance instance will be populated automatically based on the activity of each user on the day specified by the date. </p>
<p>The automatic attendance logging facility counts a participant as present if they log into the course and perform any activities whatsoever on the specified date.</p>
<p>The moodle cron facility must be configured in order for this feature to work.</p>
lang/th/help/attendance/choosedays.html
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<p align="center"><b>Days of Each Week to Take Attendance.</b></p>
<p>When adding multiple attendance rolls, one attendance roll will be created for each weekday checked in this list. For example, if you want to take attendance every Tuesday and Thursday, only check the Tue. and Thu. boxes and leave the rest unchecked.</p>
lang/th/help/attendance/dynsection.html
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<p align="center"><b>Determine Section for Attendance Based on This Date.</b></p>
<p>Automatically move this instance to the section that corresponds to its date. If you choose this option the instance will move itself to the appropriate week after you save the changes.</p>
<p>This option only applies to courses with a weekly format.</p>
lang/th/help/attendance/grade.html
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<p align="center"><b>Grading a roll.</b></p>
<p>This feature allows a roll to be graded on a linear scale. The percentage of the total number of hours in a course a student is present for is added as a grade in the gradebook. Tardies are included in this calculation as well, and are graded based on the "number of tardies per absence" configuration for the module.</p>
<p>This feature does not work very well when automatic attendance is turned on because there is currently no way for a student to be partially present in a course on a given day. A student is 100% present or 100% absent in terms of automatic attendance logging.</p>
lang/th/help/attendance/hours.html
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<p align="center"><b>Number of Hours in a Class Period</b></p>
<p>Sets how many hours this class period will have. Attendance is logged individually for each hour of class. There is no way to specify partial hours.</p>
<p>This option doesn't really have a lot of bearing on automatic attendance logging.</p>
lang/th/help/attendance/maxgrade.html
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<p align="center"><b>Maximum Grade Value for Attendance</b></p>
<p>This value determines what the maximum number grade is for full attendance in a course. This value is pro-rated on a linear scale for partial attendance. A grade of zero is logged for full absence.</p>
lang/th/help/attendance/mods.html
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<p><img valign="absmiddle" src="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;<b>Attendance</b></p>
<ul>
<p>This module allows you to record the attendance of each participant in an on-site or on-line class session. Attendance can be logged manually by any teacher in the course, or automatically based on participant activity within the twenty-four hour period of the attendance date.</p>
</ul>
lang/th/help/chat/chatting.html
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<p align="center"><b>Using Chat</b></p>
<p>The chat module contains some features to make chatting a little nicer.</p>
<dl>
<dt><b>Smilies</b></dt>
<dd>Any smiley faces (emoticons) that you can type elsewhere in Moodle
can also be typed in here and they will be displayed correctly. For example, :-) = <img src="pix/s/smiley.gif"> </dd>
<dt><b>Links</b></dt>
<dd>Internet addresses will be turned into links automatically.</dd>
<dt><b>Emoting</b></dt>
<dd>You can start a line with "/me" or ":" to emote. For example, if your name is Kim and you
type ":laughs!" or "/me laughs!" then everyone will see "Kim laughs!"</dd>
<dt><b>Beeps</b></dt>
<dd>You can send a sound to other people by hitting the "beep" link next to their name. A useful
shortcut to beep all the people in the chat at once is to type "beep all".</dd>
<dt><b>HTML</b></dt>
<dd>If you know some HTML code, you can use it in your text to do things like insert images,
play sounds or create different coloured and sized text.</dd>
</dl>
lang/th/help/chat/mods.html
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif">&nbsp;<B>Chats</B></P>
<UL>
<P>The Chat module allows participants to have a real-time synchronous
discussion via the web. This is a useful way to get a different
understanding of each other and the topic being discussed - the mode
of using a chat room is quite different from the asynchronous forums.
The Chat module contains a number of features for managing and
reviewing chat discussions.</P>
</UL>
lang/th/help/dialogue/addsubject.html
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<p align="center"><b>Adding Subjects</b></p>
<p>You can use this link to add a Subject to the dialogue. It's a
good idea to always have a subject for the dialogue, it keeps
the dialogue on track and focuses the replies on the topic.
If you want to start talking about another subject it is
better to close the current dialogue and start a new dialogue
on that topic.</p>
lang/th/help/dialogue/closedialogue.html
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<p align="center"><b>Closing Dialogues</b></p>
<p>You can close a dialogue at any time. Closing a dialogue
stops the dialogue and removes it from your current list of dialogues. That is,
closed dialogues do not appear on this page. </p>
<p>You will be able to view closed dialogues but you can not add to them.
However, closed dialogues are eventually deleted and after that point they
obviously will not be available even for viewing.</p>
<p>If you do close this dialogue, then you will have to start a new dialogue
if you want to continue to &quot;talk&quot; with this person. That person
will re-appear in the list of people you can start dialogues with.</p>
lang/th/help/dialogue/deleteafter.html
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<p align="center"><b>Deletion of Dialogues</b></p>
<p>This option sets the time interval in days for the deletion of
dialogues. It only applies to CLOSED dialogues. </p>
<p>If the time period is set to zero then dialogues are never
deleted.</p>
lang/th/help/dialogue/dialoguetype.html
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<p align="center"><b>Dialogue Types</b></p>
<p>There are three types of Dialogues.</p>
<ol><li><p><b>Teacher to Student</b> This allows dialogues between
teachers and students. Dialogues can be started by either
teachers or students. In the lists of people, teachers only
see students and students only see teachers.</p></li>
<li><p><b>Student to Student</b> This allows dialogues between
students. Teachers are <b>not</b> included at all in this type of
dialogue</p></li>
<li><p><b>Everybody</b> This allows everybody in the Class to
start a dialogue with anybody else. Teachers can start
dialogues with other teachers and students, students can start
dialogues with other students and teachers. </p></li>
</ol>
lang/th/help/dialogue/info.html
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<img valign=absmiddle src="<?php echo $cfg->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
<p>This module provides a simple communication method between pairs of users.
A teacher can open an dialogue with a student, a student can open
a dialogue with a teacher, and (optionally) a student can open a
dialogue with another student. A teacher or student can be involved
in many on-going dialogues at any time.</p>
<p>A dialogue can have an unlimited number of entries, normally the
&quot;conversation&quot; takes place as a set of interleaved
replies. This format is not enforced and either party can add to the
dialogue at any time.</p>
<p>A dialogue can be closed by either party at any time. Closed dialogues
cannot be reopened. However, a closed
dialogue can be viewed by either party provided it is still in existence... </p>
<p>...The module deletes closed dialogues and all their entries after a
certain time. That time is set here when the Dialogue is created.</p>
lang/th/help/dialogue/maildefault.html
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<p align="center"><b>Set Mail Default</b></p>
<p>This sets the default value for the &quot;Send this message
by email&quot; option when adding a new entry. If this option
is set to &quot;Yes&quot; then the sent mail box will be checked.
Otherwise the send mail box will not be checked.
</p>
lang/th/help/dialogue/mods.html
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<p><img valign=absmiddle src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
<ul>
<p>This module provides a simple communication method between pairs of users.
A teacher can open an dialogue with a student, a student can open
a dialogue with a teacher, and (optionally) a student can open a
dialogue with another student. A teacher or student can be involved
in many on-going dialogues at any time.</p>
</ul>
lang/th/help/dialogue/multiple.html
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<p align="center"><b>Multiple Dialogues</b></p>
<p>This option allows a person to start more than one dialogue with
someone else. The default is No, which only allows one (open)
dialogue between two people.</p>
<p>Allowing multiple dialogues may result in an abuse of this
facility. Some people may be &quot;pestered&quot; by others
opening many unwanted dialogues with them.</p>
lang/th/help/dialogue/sendmail.html
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<p align="center"><b>Sending Mail Messages</b></p>
<p>If the box is ticked or checked then a mail message is sent to the
other person telling that you have added to (or started) a dialogue
with them. The message does <b>not</b> contain the entry, only a
short statement and, when appropriate, a link to where they can see
the dialogue itself.</p>
<p>You only really need to send such mail messages if you think the other
person is unlikely to see your entry because of their infrequent
use of the course. The Participants list can tell you when they
were last active in the course.</p>
lang/th/help/dialogue/writing.html
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<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 a dialogue it will really help to keep your posts short and on-topic.
You can always close a dialogue and start another one if you want to start
discussing something else.
<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><a href="help.php?file=questions.html">More info about asking questions</a></p>
<p align=right><a href="help.php?file=reading.html">More info about reading</a></p>
lang/th/help/exercise/administration.html
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<P ALIGN=CENTER><B>Administration</B></P>
<p>The first table on this screen shows how the the overall grades for the
submissions are calculated. The overall grades are a weighted sum of
two components.</p>
<ol><li>The teacher's grade for the student's (initial) assessment of their own work.
This can be termed the &quot;grading grade&quot;. Once the student has
submitted their work the assessment is not revised. The student is NOT asked
to re-assess their work each time they resubmit their work. The grade given to
student's assessment is relavant to the student's performance but it is not as
important as the (teacher's) assessment of the work. In general it should be
given a lower weight than...
<li>The grade given by the teacher to the student pieces of work. These
assessments are the normally the main assessment element of an exercise
assignment. When the students are allowed to make
more than one submission the teacher can decide whether the final grade
for the exercise should be the average grade of a student's submissions or
the grade from the student's best submission.
</ol>
<p>These two components are weighted as deemed appropriate for the
assignment. The teacher can, for example, weight the (initial) assessment grade
(the grading grade) very low, even zero. In this case the student grade is
determined largely by or entirely by the grades given to their submissions. The
two weighting factors can be changed at any time during the exercise, the effect
of any change on the grades seen in the Grades page and in the Final Grades
list is immediate.</p>
<p>The second table is used to set the two options for the League Table. This table
is (optionally) shown to the students at the end of the assignment. If the
number of entries is set to a number larger than zero then the table is
displayed to the student when the assignment is in its final phase. The other
option determines whether student names are shown in the table. Note the League
Table as seen by the teacher always shows studnet names regardless of this setting.
<p>The Administration page also lists the teacher's submissions (the decriptions of
the Exercise), the students' (initial) assessment of their own work, and the students'
submissions. These tables allow all these items, where appropriate, to be re-titled,
deleted, viewed or re-assessed. This part of the page can be used to monitor the
students' progress throughout the course of the exercise.
</p>
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<P ALIGN=CENTER><B>Assignment Elements</B></P>
<P>For ease of grading, a Workshop Assignment should have a reasonable
number of &quot;Assessment Elements&quot;. 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 &quot;influence&quot; 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 &quot;error count&quot; is a weighted sum of the missing items. The assessor
can always make a minor adjustment to these suggested grades.
<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.</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>
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<P ALIGN=CENTER><B>The Final Grades</B></P>
<p>The table on this screen lists the overall grades and their breakdown. The first grade is
the grade for the (inital) assessment. This is added to the grades given to each
submission. The Weights row gives the factors used in the calculation of the overall
grade from these two grades. The final grade given for this assignment will either be
the average of these overall grades or the overall grade of the best submission.
<p>The League table optionally lists the best submissions. The number of entries in
the table is set on the Administration page, if that number is set to zero then
the League Table is not displayed. The table is in grade order with the best submission
first. Only a student's best submission is shown in the table.</p>
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<p align="center"><b>The Grade of the Exercise</b></p>
<p>This value determines the maximum grade which can be awarded in
the exercise. The range is 0 to 100%.. This value can be changed at
any time during the exercise. Any change has an immediate effect in
the Grades page, the grades given to assessments and submissions and the
display of the final finals and the League Table (if the assignment is
in that phase).</p>
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<P ALIGN=CENTER><B>Grading of Assignments</B></P>
<p>In this Exercise the same Assessment Form is used by Students and Teachers
to assess the work produced. The form is used at different stages of the
exercise by the two groups, thus the explaination given here is divided into
two parts.</p>
<p><b>For Students</b></p>
<p>The assessment form is used mainly to show you how your work will be
assessed by the teacher. You are required to complete this form <b>before</b>
you can submit your work. You can use it as a checklist. The form is <b>not</b>
sent to the teacher when you save it. You can return to this form and amend it
(and your piece of work) as many times as you like provided you have
<b>not</b> submitted the work. Note that although you are allowed to, there
is no need to submit your work immediately after you have completely this form.
However, the contents of your assessment are frozen and made available to the
teacher when you submit your work.</p>
<p>If the teacher requests that you make changes to your work and to re-submit
it, you will <b>not</b> be asked to re-assess your &quot;new&quot; piece of
work. You only make this assessment &quot;first time round&quot;.</p>
<p>This (initial) assessment of your work is looked at by the teacher and they
can add comments and grade it. You will be able to see these comments and
the grade given to your assessment may form part of the final grade you
receive from this Exercise.</p>
<p><b>For the Teacher</b></p>
<p>The assessment form is used to grade the submissions of the students.
These grades normally form the major component of the students' final grade
for the exercise. The assessment, it's grade and any comments you make can
be viewed by the student who submitted the work. Once you have made the
assessment you should decide whether to allow the student to change and
re-submit their work, hopefully with improvements, or not.</p>
<p>When you save an assessment you given a short period of time in which to
make any amendments before the assessment to &quot;released&quot; to
the student.</p>
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<P ALIGN=CENTER><B>Grading of Assessments</B></P>
<p>In the first half of this page the Student Assessment of their own work is shown.
This assessment should be graded (out of a maximum of 20). It represents an
assessment of the work shown in the second of the Link boxes. (The topmost
link box is the description of the exercise itself.) The &quot;Grading Grade&quot;
should normally be explained in a comment which you enter in the Teacher's
Comment box. The grade should reflect the accuracy of the assessment, an
assessment which gives a low grade to a poor piece of work should receive
a higher Grading Grade than one which gives a low mark to a good piece of
work, for example.</p>
<p>In the second half of this page there is a blank Assessment Form for your
own assessment of the piece of work from the student.</p>
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<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 do not grade them. The teacher,
however, can, if desired, grade the student comments. These
&quot;grading grades&quot; 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 &quot;assessment elements&quot;.
Each element should cover
a particular aspect of the assignment. Typically an assignment will have
something between 5 to 15 elements for comments and grading, the
actual number depending on the size and complexity of the assignment. An
exercise assignment with only one element is allowed and has a similar assessment
strategy to the standard Moodle Assignment.
<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 &quot;influence&quot; 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 &quot;Grade
Table &quot; which gives the relationship between the number of
&quot;errors&quot; 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 &quot;errors&quot; 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>Criterion 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 &quot;Criteria
Table&quot; 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.
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
sets of criteria. Each set covering a particular &quot;Category&quot;, can have
up to five statements. The sets are given individual
weights and the grade is a weighted combination of the scores from each set. There
is <b>no</b> adjustment option in this assessment type.
</OL>
</P>
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<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
It involves three steps or phases. These are
<OL>
<LI><p><b>Set up Exercise </b> The assessment of the work produced in the
exercise is made easier if it is broken into a number of assessment ELEMENTS.
This makes the grading of an assignment less
arbitary and gives the students a framework on which to make assessments.
The teacher has the role of setting up the assessment elements thus making a
grading sheet. (See that page for more details.)</p>
<P>With the assessment elements set up the teacher must submit a
Word Document or HTML file which describes the exercise or task to be done
by the students. This file is shown to the students in the second phase of
the exercise. </p>
<p>Teachers can, if they wish, prepare a set of similar exercies, again as
Word Documents or HTML files, and upload those into the Exercise. Note that
these exercises must be quite similar as the same Assessment Form is used
for all of these variants. The submission of a multiple set of exercises by
the teacher is optional and for certain assignments may not be appropriate.</P>
<LI><p><b>Allow Students Assessments and Submissions</b> The assignment
is now opened to the students. If the teacher has set up multiple exercises then
the students see different exercises, otherwise all the students see the same
exercise.</p>
<p>Before the students can submit their work they must complete the assessment
form. Once they have completed the assessment they are shown the upload form.
The students can revise their work in the light of their self assessment. The teacher
sees student's (self) assessment and an assessment form to grade the student's
submission. This is a &quot;dual assessment form&quot;. At the end of this
form the teacher can either ask the student to re-submit the work or not.</p>
<p>If the student chooses to re-submit, the teacher can re-assess the work. The
same option, re-submit or not, allows the teacher to control this cycle of
re-submission and assessment. If students are allowed to put in multiple pieces
of work into the Exercise, the teacher should decide whether the final grades
are based on the student's maximum grade or their average grade over the
set of submissions. This option can be changed at any time during the Exercise
by updating the Exercise, it's effect is seen immediately in the Grade page.
</p>
<p>When the assignment's deadline is reached a student can submit or re-submit work.
The work is flagged as &quot;late&quot;. The work appears in the list of work to
be assessed and the teacher can, if desired, assess the work in the normal way.
In the various lists of peices of work the submission date is shown as red (and
in the list of work to be be marked the period since submission is also shown in
red). If graded, the grade of late work is shown in red and in brackets. Such
grades are <b>not</b> used in the calculation of final grades and are not counted
in the Grades pages. The teacher can clear the late flag by going into in the
Administration page and clicking on the appropriate link. The work will then be
used in the calculation of the final grade. </p>
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
the Exercise the students can see their &quot;final&quot; grades. In all
phases of the Exercise (except the first phase), grades are available to
the students, they are, however, only &quot;partial&quot; grades as they are
calculated on the fly from the assessments available at the time.</p>
<p>In this final phase, students <b>cannot</b> make any further submissions.
In effect the assignment is closed and the teacher has the option of showing
the students examples of the best pieces of work submitted...</p>
<p>The students (and the teacher) can also be 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 teacher's
grade. If a student submitted more than one piece of work only their best piece
of work is shown in this table. If the number of entries in the table is set to
zero then this table is not displayed.</p>
</ol>
<p>The student's grade is a weighted combination of the teacher's grading of their
(initial) assessment and the teacher's grading of their work. The two weighting
factors are initally set to unity. They can changed (on the Administration page)
at any time during the exercise and the grades shown both the students and the
teacher always reflect the current weighting factors.</p>
<p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
page. This shows the current values of the two weighting factors and allows the teacher
to change them. It lists the students' assessments (of their own work) and the
submissions of the students. The teacher can use this page to assess and re-assess
submissions, grade and re-grade assessments, delete submissions and assessments,
and generally watch the progress of the assignment.</p>
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<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Exercise</B>
<UL>
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
asks the students to do a piece of practical work. It could be writing an essay
or a report, preparing a presentation, or setting out a spreadsheet, etc. When
the student has done the task they must first self-assess their work before
submitting it to the teacher. Once submitted the teacher can assess both the
student's assessment and the piece of work itself. The teacher can give
feedback to the student and ask the student to improve the work and re-submit
it or not as the case may be.</p>
</UL>
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<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Exercise</B>
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
asks the students to do a piece of practical work. It could be writing an essay
or a report, preparing a presentation, or setting out a spreadsheet, etc. When
the student has done the task they must first self-assess their work before
submitting it to the teacher. Once submitted the teacher can assess both the
student's assessment and the piece of work itself. The teacher can give
feedback to the student and ask the student to improve the work and re-submit
it or not as the case may be.</p>
<p>Before the start of the exercise the teacher sets up the exercise by
<ol> <li>Creating a Word document or HTML file which introduces the exercise
and tells the students what they have to produce. This file is uploaded
into the exercise by the teacher.
<li>Adding the textual elements and choosing the options in the Assessment
Form. This form is used by both the students and the teacher to assess the
work produced in the exercise. There are various types of assessment
which can be used (see the help on &quot;Grading Stratgey&quot;)
</ol></p>
<p>In large classes, the teacher may find to helpful to create more than one version
of the exercise. These variants add a degree of variety to the exercise and
ensure that students are doing different tasks in the exercise. They
are allocated to the students in a random but balanced way. Each student
receives only one exercise but the the number of
times each variant is allocated in a class is approximately the same. Note
the variants should not be too different as the same assessment form is used for
all of the variants.</p>
<p>With the description(s) of the exercise and the assessment form in place,
the assignment is opened to the students. They are shown a description
of the exercise or task. When they have done the exercise they must assess
their own work (using the pre-prepared assessment form) before they can
submit their work to the teacher. The assessment form can be used as a
&quot;checklist&quot; by the students. They can, if they wish, revise both
their work and the assessment before they actually submit their work, and
probably they should be encouraged to do so!</p>
<p>Once a student has submitted their work both their assessment and the
piece of work itself becomes available to the teacher. The assessments can be
graded and there is a box for comments. The teacher can also access the piece
of work (using the student's assessment as a starting point) and make a
decision whether to ask the student to re-submit an improved version of the
work or not.</p>
<p>If the teacher feels that the student's piece of work could be improved, the
student can be given the opprtunity to re-submit. If this is taken up the
teacher re-assesses the work using an assessment form which contains
the grades and comments they gave to the student's previous submission.
Thus, the re-assessment is then a matter of updating the form in the light
of the student revised work rather than undertaking an assessment from
scratch.</p>
<p>When the deadline for the exercise is reached students can continue to submit.
However, such work is flagged as &quot;late&quot;. The teacher can, if
desired, grade the work and give feedback to the student. The grades of
late work are held back and are <b>not</b> used in the calculation of final
grades. If, for whatever reason, the teacher wishes to accept a piece of
late work as a normal piece of work the late flag can be cleared by going
into the Administration page, finding the submission and clicking on the
appropriate link. The grade for that work will then be used in the calculation
of a final grades.</p>
<p>When all the submissions have been graded, the exercise is moved to the
final phase. Further student submissions are now not allowed. The students
can now see their final grades together with the grades given to
their submissions. A student's grade for the exercise is a weighted combination
of the teacher's grade for their self-assessment and the teacher's grade for that
work. (The grade given by the student is <b>not</b> used.) For the submissions
themselves the grade is teacher's assessment. The weights used for the two
grades (the grading grade and the actual grade for the work) can be set and
changed at any time during the assignment (the weights are set on the
Administration page).</p>
<p>When the teacher allows students to resubmit work, the teacher should
consider how to set the option which controls how the student's final grade
is calculated from multiple submissions. This option allows the teacher to
choose between using the mean grade of the student's submissions or their
best submission. This option can changed at any time and it has an immediate
effect in the grades screen.</p>
<p>In the final phase of the exercise the students can also see a &quot;League
Table&quot; of submissions. This an ordered list of the submissions, the
submission which received the highest grade is at the top. When there are
multiple submissions only the student's best submission is show in this list.</p>
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<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</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, criteria or
categories (sets) of criteria in a rubric. Typically an assignment will have
something between 5 to 15 assessment items, the
actual number depending on the size and complexity of the assignment.
<p>During the set up phase of the exercise this number can safely be adjusted.
Increases the number will cause extra blank elements to be displayed in the
asessemnt form. Reducing the number will remove elements from the end
of the assessment form.</p>
<P>All assessments have a General Comments field. For a &quot;No
Grading&quot; 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>
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<p align="center"><b>Specimen Assessment Form</b></p>
<p>This page shows shows the details of the actual form used to grade
your assignment. It will be used by yourself and the teacher to grade your
work.</p>
<p>Please note that although you can change the grades on
this form these changes are NOT saved. This is simply a specimen form,
but a very similar form will be used by yourself and the teacher
during this assignment.</p>
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<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
<P>The teacher must submit at least one description of the exercise or task.
The description can be held in a Word document or HTML file (or
any other file type that will display satisfactorily in a browser). This file
will be displayed to the students and should contain instructions for them
to successfully complete the exercise.</p>
<P>It is permissible for the teacher to submit more than one description of
the exercise. These will be used at random and different students will see
different versions of the exercise. These variants should be similar as the
same Assessment Form is used to assess the work from these instructions.</p>
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<P ALIGN=CENTER><B>Take Ownership of the Exercises</B></P>
<p>This link allows the teacher to take ownership of the current set of exercise
submissions. You will need to do this if you have imported an exercise from a
backup of another course. This link allows you to &quot;claim&quot;
all the exercise submissions. In the current course these imported submissions
could belong to anyone, even a student. This procedure avoids any problems
that this may cause and makes you their owner.
<p>Apart from onwership, the submissions themselves are unchanged by this
procedure.</p>
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<p align="center"><b>Handling of Multiple Submissions</b></p>
<p>This option determines how the exercise should calculate the
final grades of the students. When there are multiple submissions
the teacher can chose between either using the best grade or the
mean grade from each students' set of submissions. This option
can be changed at any time during the exercise. Any change has an
immediate effect in the Grades page (provided, of course, multiple
submissions are present).</p>
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<P ALIGN=CENTER><B>Maximum attachment size</B></P>
<P>Attachments can be limited to a certain size file,
chosen by the person who set up the forum.
<P>Sometimes it is possible to upload a file larger than
this size, but the file will not be saved on the
server and you might see an error.
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;<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>
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<P ALIGN=CENTER><B>Number of RSS recent articles</B></P>
<P>This option allows you to select the number of articles
to include in the RSS Feed.
<P>A number between 5 and 20 should be appropiate for
most forums. Increase it if the forum is very used.
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<P ALIGN=CENTER><B>RSS feed for this forum</B></P>
<P>This option allows you to enable RSS feeds in this forum.
<P>You can select between two types of forums:
<UL>
<LI><B>Discussions:</B> Using this, generated feeds will include
new discussions in the forum with their initial post.
<LI><B>Posts:</B> Using this, generated feeds will include
every new post in the forum.
</UL>
lang/th/help/glossary/aliases.html
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<P ALIGN=CENTER><B>Keywords</B></P>
<p>Each entry in the glossary can have an associated list of keywords (or aliases).
<p>These words can be used as alternative ways to refer to the entry. For example, they will be used when creating
automatic links.</p>
lang/th/help/glossary/allowcomments.html
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<p align="center"><b>Allow comments on entries</b></p>
<p>It is possible to allow others to add comments to glossary entries.</p>
<p>You can choose whether this feature is enabled or disabled.</p>
lang/th/help/glossary/allowduplicatedentries.html
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<p align=center><b>Allow duplicated entries</b></p>
<p>If you turn this option on, then multiple entries are allowed to
use the same concept name.</p>
lang/th/help/glossary/casesensitive.html
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<P ALIGN=CENTER><B>Case sensitive matching</B></P>
<P>This setting specifies whether matching exact upper and lower case is
necessary when performing automatic linking to these entries.</p>
<p>For example, if this is turned on, then a word like "html" in a forum
posting will NOT be linked to a glossary entry called "HTML".</p>
lang/th/help/glossary/defaultapproval.html
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<P ALIGN=CENTER><B>Default approval status</B></P>
<p>This setting allows the teacher to define what happens to new entries added by students. They can be
automatically made available to everyone, otherwise the teacher will have to approve each one.</p>
lang/th/help/glossary/description.html
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<P ALIGN=CENTER><B>Description</B></P>
<P>This field allows you to describe the purpose of the glossary, and
to possibly provide instructions or background information, links etc.</p>
lang/th/help/glossary/destination.html
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<P ALIGN=CENTER><B>Defining the destination of imported entries</B></P>
<P>You can specify where you want to import entries to:</p>
<ul>
<li><strong>Current Glossary:</strong> Will append the imported entries to the currently open glossary.</li>
<li><strong>New Glossary:</strong> Will create a new glossary based on the information found in the selected import file and will insert the new entries into it.</li>
</ul>
lang/th/help/glossary/displayformat.html
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<P ALIGN=CENTER><B>Display format</B></P>
<P>This setting specifies the way that each entry will be shown within the glossary. The default formats are:</p>
<blockquote>
<dl>
<dt><b>Simple Dictionary</b>:</dt>
<dd>looks like a conventional dictionary with separate entries. No authors are displayed and attachments are shown as links.</dd>
<dt><b>Continuous</b>:</dt>
<dd>shows the entries one after other without any kind of separation but the editing icons.</dd>
<dt><b>Full with Author</b>:</dt>
<dd>A forum-like display format showing author's data. Attachments are shown as links.</dd>
<dt><b>Full without Author</b>:</dt>
<dd>A forum-like display format that does not show author's data. Attachments are shown as links.</dd>
<dt><b>Encyclopedia</b>:</dt>
<dd>Like 'Full with Author' but attached images are shown inline.</dd>
<dt><b>FAQ</b>:</dt>
<dd>Useful for displaying lists of Frequently Asked Questions. It automatically appends the words QUESTION and ANSWER in the concept and definition respectively.</dd>
</dl>
</blockquote>
<hr>
<p>Moodle Administrators can create new formats as follows:
<ol>
<li> Look in mod/glossary/formats ... you should see a numbered file for every existing format.
<li> Copy one of these and call it another number N (note that 0 and 1 are reserved).
<li> Edit this file accordingly to create your own format (some PHP knowledge required).
<li> Finally, insert a new entry in every language pack you use called <b>displayformatN</b>, and give it a short but meaningful name.
</ol>
lang/th/help/glossary/entbypage.html
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<P ALIGN=CENTER><B>Defining the number of entries shown per page</B></P>
<P>The glossary can be configured to restrict the number of entries shown per page.</p>
<p>If you have a large number of automatically-linked entries you should set this number lower to prevent long loading times.</p>
lang/th/help/glossary/filetoimport.html
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<P ALIGN=CENTER><B>File to import</B></P>
<P>Select the XML file on your own computer which contains the entries to import.</p>
lang/th/help/glossary/fullmatch.html
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<P ALIGN=CENTER><B>Whole words matching</B></P>
<p>If automatic linking is enabled, then turning this setting on will force only
whole words to be linked.
<p>For example, a glossary entry named "construct" will not create a link inside the word "constructivism".</p>
lang/th/help/glossary/globalglossary.html
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<P ALIGN=CENTER><B>Defining a global glossary</B></P>
<p>Administrators can define a glossary to be global.</p>
<p>These glossaries can be part of any course (but particularly the front page).</p>
<p>The difference to a normal local glossary is that the entries are used to
create automatic links throughout the whole site (and not just in the same
course the glossary belongs to).</p>
lang/th/help/glossary/importcategories.html
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<P ALIGN=CENTER><B>Importing categories</B></P>
<P>By default, all the entries will be imported. You can specify if you want the categories to be imported as well (and the new entries will be assigned to these).</p>
lang/th/help/glossary/index.html
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<p>Glossary</p>
<blockquote>
Glossary level help files:
<ul>
<li><a href="help.php?module=glossary&file=description.html">Describing a glossary</a>
<li><a href="help.php?module=glossary&file=globalglossary.html">Defining a global glossary</a>
<li><a href="help.php?module=glossary&file=mainglossary.html">Defining the main glossary of the course</a>
<li><a href="help.php?module=glossary&file=defaultapproval.html">Approval of entries</a>
<li><a href="help.php?module=glossary&file=allowduplicatedentries.html">Duplicated entries in glossaries</a>
<li><a href="help.php?module=glossary&file=studentcanpost.html">Students can post entries</a>
<li><a href="help.php?module=glossary&file=allowcomments.html">Comments on entries</a>
<li><a href="help.php?module=glossary&file=displayformat.html">Display formats for entries</a>
<li><a href="help.php?module=glossary&file=entbypage.html">Number of entries shown by page</a>
<li><a href="help.php?module=glossary&file=shows.html">Browsing options in Alphabet View frame</a>
<li><a href="help.php?module=glossary&file=linkcategories.html">Automatically linking categories</a>
<li><a href="help.php?module=glossary&file=filetoimport.html">Importing entries</a>
<li><a href="help.php?module=glossary&file=importcategories.html">Importing categories</a>
<li><a href="help.php?module=glossary&file=destination.html">Destination of the entries to import</a>
</ul>
</blockquote>
<blockquote>
Entry level help files:
<ul>
<li><a href="help.php?module=glossary&file=usedynalink.html">Automaic linking of entries</a>
<li><a href="help.php?module=glossary&file=aliases.html">Keywords: What are them?</a>
<li><a href="help.php?module=glossary&file=casesensitive.html">Case sensitive automatic linking</a>
<li><a href="help.php?module=glossary&file=fullmatch.html">Whole words auto-linking</a>
</ul>
</blockquote>
lang/th/help/glossary/linkcategory.html
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<P ALIGN=CENTER><B>Automatically linking categories</B></P>
<P>You can specify if you want the categories to be automatically linked or not.</p>
<p>Note: Categories are linked based on a case sensitive, whole match.</p>
lang/th/help/glossary/mainglossary.html
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<P ALIGN=CENTER><B>Defining the main glossary of the course</B></P>
<P>The glossary system allows you to export entries from any secondary glossary to the main one of the course.</p>
<p>In order to do this, you should specify which glossary is the main one.</p>
<p>Note: You can only have one main glossary per course and only teachers are allowed to update it.</p>
lang/th/help/glossary/mods.html
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/glossary/icon.gif">&nbsp;<B>Glossary</B></P>
<UL>
<P>This activity allows participants to create and maintain a list of definitions, like a dictionary.
<P>The entries can be searched or browsed in many different formats.
<P>The glossary also allows teachers to export entries from one glossary to another (the main one) within the same course.
<P>Finally, it is possible to automatically create links to these entries from throughout the course.</p>
</UL>
lang/th/help/glossary/rssarticles.html
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<P ALIGN=CENTER><B>Number of RSS recent articles</B></P>
<P>This option allows you to select the number of articles
to include in the RSS Feed.
<P>A number between 5 and 20 should be appropiate for
most glossaries. Increase it if the glossary is very used.
lang/th/help/glossary/rsstype.html
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<P ALIGN=CENTER><B>RSS feed for this glossary</B></P>
<P>This option allows you to enable RSS feeds in this glossary.
<P>You can select between two types of feeds:
<UL>
<LI><B>With author:</B> Using this, generated feeds will include
the name of the autor in every article.
<LI><B>Without author:</B> Using this, generated feeds won't include
the name of the autor in every article.
</UL>
lang/th/help/glossary/shows.html
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<P ALIGN=CENTER><B>Browsing options in Alphabet Display</B></P>
<P>You can customize the way a user can browse a glossary. Browsing and searching are always available, but you can define three more options:</p>
<p><b>SHOW SPECIAL</b> Enable or disable browsing by special characters like @, #, etc.</p>
<p><b>SHOW ALPHABET</b> Enable or disable browsing by alphabetic letters.</p>
<p><b>SHOW ALL</b> Enable or disable browsing of all entries at once.</p>
lang/th/help/glossary/studentcanpost.html
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<P ALIGN=CENTER><B>Students can post entries</B></P>
<P>You can specify whether a student can or cannot add, edit or delete his/her own entries.
Entries exported to a main glossary can be updated or deleted by teachers only, so this setting
only applies to secondary glossaries.</p>
<p><b>Note:</b> A teacher can edit or delete any entry at any time.</p>
lang/th/help/glossary/usedynalink.html
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<P ALIGN=CENTER><B>Automatically link glossary entries</B></P>
<P>Turning this feature on will allow the entries in this glossary to be automatically linked whenever
the concept words and phrases appear throughout the rest of the same course. This includes forum
postings, internal resources, week summaries, journals and so on. </p>
<p>If you do not want particular text to be linked (in a forum posting, say) then you should add &lt;nolink> and &lt;/nolink> tags around the text.</p>
<p>Note that category names are also linked.</p>
lang/th/help/journal/mods.html
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/journal/icon.gif">&nbsp;<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>
lang/th/help/lesson/grade.html
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<p align="center"><b>The Grade of the Lesson</b></p>
<p>This value determines the maximum grade which can be awarded in
the lesson. The range is 0 to 100%. This value can be changed at
any time during the lesson. Any change has an immediate effect in
the Grades page and on the grades shown to the students in various
lists.</p>
lang/th/help/lesson/handlingofretakes.html
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<p align="center"><b>Handling of Re-takes</b></p>
<p>When students are allowed to re-take the lesson, this option allows the
teacher to show the grade for the lesson in, for example, the Grades page,
as either the <b>mean</b>, this is average, of the grades over the first
and subsequent tries or as the grade from the students' <b>best</b> tries.</p>
<p>This option can be changed at any time.</p>
lang/th/help/lesson/import.html
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<P ALIGN=CENTER><B>Importing new questions</B></P>
<P>This function allows you to import questions from
external text files, uploaded through a form.
<P>A number of file formats are supported:
<P><B>GIFT format</B></P>
<ul>
<p>GIFT is the most comprehensive import format available for importing
Moodle quiz questions from a text file. It was designed to be an easy
method for teachers writing questions as a text file. It supports Multiple-Choice,
True-False, Short Answer, Matching and Numerical questions, as well as insertion
of a _____ for the "missing word" format. Various question-types can be
mixed in a single text file, and the format also supports line comments, question names,
feedback and percentage-weight grades. Below are some examples:</p>
<pre>
Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}
Grant is {~buried =entombed ~living} in Grant's tomb.
Grant is buried in Grant's tomb.{FALSE}
Who's buried in Grant's tomb?{=no one =nobody}
When was Ulysses S. Grant born?{#1822}
</pre>
<p align=right><a href="help.php?file=formatgift.html&module=quiz">More info about the "GIFT" format</a></p>
</ul>
<P><B>Aiken format</B></P>
<ul>
<p>The Aiken format is a very simple way of creating multiple choice questions using a very clear human-readable format. Here is an example of the format:</p>
<pre>
What is the purpose of first aid?
A. To save life, prevent further injury, preserve good health
B. To provide medical treatment to any injured or wounded person
C. To prevent further injury
D. To aid victims who may be seeking help
ANSWER: A
</pre>
<p align=right><a href="help.php?file=formataiken.html&module=quiz">More info about the "Aiken" format</a></p>
</ul>
<P><B>Missing Word</B></P>
<UL>
<P>This format only supports multiple choice questions.
Each answer is separated with a tilde (~), and the correct answer is
prefixed with an equals sign (=). Here is an example:
<BLOCKQUOTE>As soon as we begin to explore our body parts as infants
we become students of {=anatomy and physiology ~reflexology
~science ~experiment}, and in a sense we remain students for life.
</BLOCKQUOTE>
<p align=right><a href="help.php?file=formatmissingword.html&module=quiz">More info about the "Missing Word" format</a></p>
</UL>
<P><B>AON</B></P>
<UL>
<P>This is the same as Missing Word Format, except that after importing
the questions all Short-Answer questions are converted four at a time
into Matching Questions.</P>
<p>Additionally, the answers of multiple-choice questions are randomly
shuffled during the import.
<p>It's named after an organisation that sponsored the development of many
quiz features</p>
</UL>
<P><B>Blackboard</B></P>
<UL>
<P>This module can import questions saved in Blackboard's export
format. It relies on XML functions being compiled into your PHP.</P>
<p align=right><a href="help.php?file=formatblackboard.html&module=quiz">More info about the "Blackboard" format</a></p>
</UL>
<P><B>Course Test Manager</B></P>
<UL>
<P>This module can import questions saved in a Course Test Manager test bank.
It relies on different ways of accessing the test bank, which is in a Microsoft Access
database, depending on whether Moodle is running on a Windows or Linux web server.</P>
<p>On Windows it lets you upload the access database just like any other data import file.</p>
<p>On Linux, you must set up a windows machine on the same network with the Course Test
Manager database and a piece of software called the ODBC Socket Server, which uses XML
to transfer data to moodle on the Linux server.</p> <p>Please read the full help file below before
using this import class.</p>
<p align=right><a href="help.php?file=formatctm.html&module=quiz">More info about the "CTM" format</a></p>
</UL>
<P><B>Custom</B></P>
<UL>
<P>If you have your own format that you need to import, you can
implement it yourself by editing mod/quiz/format/custom.php
<P>The amount of new code needed is quite small - just enough
to parse a single question from given text.
<p align=right><a href="help.php?file=formatcustom.html&module=quiz">More info about the "Custom" format</a></p>
</UL>
<P>More formats are yet to come, including WebCT, IMS QTI and whatever else
Moodle users can contribute! </p>
lang/th/help/lesson/jumpto.html
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<p align="center"><b>The Jump-to Link</b></p>
<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response
is shown to the student. Atfer that the student sees the page given in the Jump-to
link. This link can be either relative or absolute. Relative links are <b>This
page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
current page again. <b>Next page</b> shows the page which follows this page in the
logical order of pages. An absolute page link is specified by choosing the page's
<b>title</b>.</p>
<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
always show the same page after pages have been moved.</p>
lang/th/help/lesson/maxanswers.html
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<p align="center"><b>The Maximum Number of Answers in a Lesson</b></p>
<p>This value determines the maximum number of answers the teacher can use.
The default value is 4. If the lesson uses only, say, TRUE or FALSE
questions throughout then it is sensible to set this value to 2.</p>
<p>This parameter also sets the maximum number of Branches that can be used in
a Branch Table.</p>
<p>It is safe to change the value of this parameter in a lesson with existing
content. In fact if you want to add a question with many choices or a long
Branch table changing this parameter will be necessary. After the (unusual)
question or BranchTable has been added this parameter can be reduced to a
more &quot;standard&quot; value.</p>
lang/th/help/lesson/maxattempts.html
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<p align="center"><b>The Maximum Number of Attempts (by a Student)</b></p>
<p>This value determines the maximum number of attempts a Student has
in aswering <b>any</b> of the questions in the lesson. In the case of questions
which do not provide the answer, for example Short Answer
and Numerical questions, this value provides a necessary <i>escape routine</i> to
the next page in the lesson. </p>
<p>The default value is 5. Smaller values may discourage the student
from thinking about the questions. Larger values may lead to more
frustration.</p>
<p>Setting this value to one gives the students just one chance to answer each
question. This gives a similar type of assignment to the Quiz module except
that the questions are presented on individual pages.</p>
<p>Note that this value is global parameter and that it applies to all the
questions in the lesson regardless of their type.</p>
<p>Note that this parameter does <b>not</b> apply to teachers checking
of questions or navigating through the lesson. Checking the number of attempts
relies on values stored in the database and question attempts by teachers are
not recorded. The teacher should after all know the answers!</p>
lang/th/help/lesson/maxpages.html
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<p align="center"><b>Number of Pages (Cards) to Show</b></p>
<p>This parameter is only used in Flash Card type lessons. The default value is zero
which means that all the Pages/Cards are shown in a lesson. Setting this parameter to
a non-zero value shows that number of pages. After that number of Page/Cards have been
shown the end of lesson is reached and the student is shown their grade.</p>
<p>If this parameter is set to a number greater than the number of pages in the lesson then
the end of the lesson is reached when all the pages have been shown.</p>
lang/th/help/lesson/minquestions.html
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<p align="center"><b>The Minimum Number of Questions in a Lesson</b></p>
<p>When a lesson contains one or more Branch Tables the teacher should
normally set this parameter. Its value sets a lower limit on the number of
quesions seen when a grade is calculated. It does <b>not</b> force students
to answer that many questions in the lesson</p>
<p>For example, setting this parameter to, say, 20, will ensure that grades are
given as though the students have seen <b>at least</b> this number of
questions. Take the case of a student who only looks at a single branch in
a lesson with, say, 5 pages and answers all the associated questions
correctly. They then choose to end the lesson (assuming there is that option
in the &quot;top level&quot;Branch Table, a reasonable enough assumption).
If this parameter were left unset their grade would be 5 out of 5, that is
100%. However, with it set to 20 their grade would be reduced to 5 out of
20, that is 25%. In the case of another student who goes through all the
branches and sees, say, 25 pages and answers all but two of the questions
correctly, then their grade would be 23 out of 25, that is 92%.</p>
<p>If this parameter is used, then the opening page of the lesson should say
something like:<p>
<p><blockquote>In this lesson you are expected to attempt at least n questions.
You can attempt more if you wish. However, if you attempt less than n
questions your grade will be calculated as though you attempted n.</blockquote></p>
<p>Where obviously &quot;n&quot; is replaced by the actual value this parameter
has been given.</p>
<p>When this parameter is set students are told how many questions they
have attempted and how many they are expected to attempt.
lang/th/help/lesson/mods.html
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<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif">&nbsp;<B>Lesson</B>
<UL>
<P>A lesson delivers content in an interesting and flexible way. It consists of a
number of pages. Each page normally ends with a question and a number of
possible answers. Depending on the student's choice of answer they either
progress to the next page or are taken back to a previous page. Navigation
through the lesson can be straight forward or complex, depending largely
on the structure of the material being presented.</p>
</UL>
lang/th/help/lesson/nextpageaction.html
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<p align="center"><b>Action after a Correct Answer</b></p>
<p>The usual action is to follow the jump as specified in the answer. In most cases
this will probably show the Next Page of the lesson. The student is taken through
the lesson in a logical way, beginning at the start and ending at the end.</p>
<p>However, the lesson module can also be used as a type of <i>Flash Card</i> assignment.
The student is shown some information (optional) and a question in basically a random
order. There is no set beginning and no set end. Just a set of <i>Cards</i> shown one after
another in no particular order.</p>
<p>This option allows two very similar variants of Flash Card behaviour. The
option "Show an unseen page" never shows the same page twice (even if the student
did <b>not</b> answer the question associated with the Card/Page correctly). The other
non-default option "Show an unanswered page" allows the student to see pages that
may have appeared before but only if they answered the associated question wrongly.</p>
<p>In either of these Flash Card-type lessons the teacher can decide to use either all the
Cards/Pages in the lesson or just a (random) sub-set. This is done through the &quot;Number
of Pages (Cards) to show&quot; parameter.</p>
lang/th/help/lesson/overview.html
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<p align="center"><b>Overview</b></p>
<ol>
<li>A lesson is made up of a number of <b>pages</b> and optionally <b>branch
tables</b>.
<li>A page contains some <b>content</b> and it normally ends with a
<b>question</b>. Thus the term <b>Question Page</b>.
<li>Each page normally has a set of <b>answers</b>.
<li>Each answer can have a short piece of text which is displayed if the answer is
chosen. This piece of text is called the <b>response</b>.
<li>Also associated with each answer is a <b>jump</b>. The jump can be relative -
this page, next page - or absolute - specifying any one of the pages in the
lesson or the end of the lesson.
<li>By default, the first answer jumps to the <b>next page</b> in the lesson.
The subsequent answers jump to the same page. That is, the student is shown
the same page of the lesson again if they do not chose the first answer.
<li>The next page is determined by the lesson's <b>logical order</b>. This is
the order of the pages as seen by the teacher. This order can be altered
by moving pages within the lesson.
<li>The lesson also has a <b>navigation order</b>. This is the order of the
pages as seen by the students. This is determined by the jumps specified
for individual answers and it can be very different from the logical order.
(Although if the jumps are <i>not</i> changed from their default values
the two are strongly related.) The teacher has the option to check the
navigation order.
<li>When displayed to the students, the answers are usually shuffled. That is,
the first answer from the teacher's point of view will not necessarily be
the first answer in the list shown to the students. (Further, each time the
same set of answers is displayed they are likely to appear in a different
order.) The exception is sets of answers for matching-type questions, here
the answers are shown in the same order as input by the teacher.
<li>The number of answers can vary from page to page. For example, it is allowed
that some pages can end with a true/false question while others have questions
with one correct answer and three, say, distractors.
<li>It is possible to set up a page without any answers. The students are shown
a <b>Continue</b> link instead of the set of shuffled answers.
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
jump to a page which is further <i>down</i> the logical order than the current page.
<b>Wrong</b> answers are ones which either jump to the same page or to a page
further <i>up</i> the logical order than the current page. Thus, if the jumps are
<i>not</i> changed, the first answer is a correct answer and the other answers are
wrong answers.
<li>Questions can have more than one correct answer. For example, if two of the answers
jump to the next page then either answer is taken as a correct answer. (Although
the same destination page is shown to the students, the responses shown on the way
to that page may well be different for the two answers.)
<li>In the teacher's view of the lesson the correct answers have underlined Answer
Labels.
<li><b>Branch tables</b> are simply pages which have a set of links to other
pages in the lesson. Typically a lesson may start with a branch table which
acts as a <b>Table of Contents</b>.
<li>Each link in a branch table has two components, a description and the title
of the page to jump to.
<li>A branch table effectively divides the lesson into a number of
<b>branches</b> (or sections). Each branch can contain a number of pages
(probably all related to the same topic). The end of a branch is usually
marked by an <b>End of Branch</b> page. This is a special page which, by
default, returns the student back to the preceeding branch table. (The
&quot;return&quot; jump in an End of Branch page can be changed, if
required, by editing the page.)
<li>There can be more than one branch table in a lesson. For example, a lesson
might usefully be structured so that specialist points are sub-branches
within the main subject branches.
<li>It is important to give students a means of ending the lesson. This might
be done by including an &quot;End Lesson&quot; link in the main branch
table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
option is for the last branch in the lesson (here &quot;last&quot; is used
in the logical ordering sense) to simply continue to the end of the lesson,
that is, it is <i>not</i> terminated by an End of Branch page.
<li>When a lesson includes one or more branch tables it is advisable to set the
&quot;Minimum number of Questions&quot; parameter to some reasonable value.
This sets a lower limit on the number of pages seen when the grade is
calculated. Without this parameter a student might visit a single branch
in the lesson, answer all its questions correctly and leave the lesson
with the maximum grade.
<li>Further, when a branch table is present a student has the opportunity of
re-visiting the same branch more than once. However, the grade is
calculated using the number of <i>unique</i> questions answered. So
repeatedly answering the same set of questions does <i>not</i> increase
the grade. (In fact, the reverse is true, it lowers the grade as the count
of the number of pages seen is used in the denominator when calculating
grades does include repeats.) In order to give students a fair idea of
their progress in the lesson, they are shown details of how many questions
they are answered correctly, number of pages seen, and their current grade
on every branch table page.
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
or by jumping to the next page from the last (logical) page of the lesson. When the
end of the lesson is reached, the student receives a congratulations message and is
shown their grade. The grade is (the number of questions correctly answered / number of
pages seen) * the grade of the lesson.
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
when the student goes into the lesson again they are given the choice of
starting at the begining or picking up the lesson where they answered their
last correct answer.
<li> For a lesson which allow re-takes, the teacher has the choice of using the
best grade or the average of the grades as the &quot;final&quot; grade from
the lesson. That grade is shown on the Grades page, for example.
</ol>
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<p align="center"><b>Question Option</b></p>
<p>A few of the Question Types have an option which is activated by clicking on
the checkbox. The question types and the meaning of the options are
detailed below.
<ol>
<li><p><b>Multichoice</b> There is variant of Multichoice questions called
<b>&quot;Multichoice Multianswer&quot;</b> questions. If the Question
Option is selected then the student is required to select all the
correct answers from the set of answers. The question may or may not tell
the student <i>how many</i> correct answers there are. For example &quot;Which of the
following were US Presidents?&quot; does not, while "Select the two US
presidents from the following list." does. The actual number of correct
answers can be from <b>one</b> up to the number of choices. (A Multichoice
Multianswer question with one correct answer <b>is</b> different from a
Multichoice question as the former allows the student the possibility of
choosing more than one answer while the latter does not.)</p></li>
<li><p><b>Short Answer</b> By default the comparisons ignore the case of the
text. If the Question Option is selected then the comparisons are case
sensitive.</p></li>
<p>The other Question Types does not use the Question Option.</p>
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<p align="center"><b>Question Types</b></p>
<p>The types of Questions currently supported by the Lesson module are:
<ol>
<li><p><b>Multichoice</b> This is the default question type. Multichoice questions
are popular questions where the student is asked to choose one answer from a
set of alternatives. The correct answer takes the student further into the
lesson, the wrong answers do not. The wrong answers are sometimes called the
&quot;distractors&quot; and the utility of these questions often rely more
on the quality of the distractors than either the questions themselves or their
correct answers.</p>
<p> Each answer can optionally have a response. If no response is
entered for an answer then the default reponse &quot;That's the Correct
Answer&quot; or &quot;That's the Wrong Answer&quot; is shown to the student.
</p>
<p>It is possible to have more than one correct answer to a multichoice question.
The different correct answers may give the student different responses and
jump to different (forward) pages in the lesson but
do not vary in their grades, (that is, some answers are <b>not</b> more correct
than others, at least in terms of grade.) It is possible for all the answers
to be correct and they might take the student to different (forward) parts of
the lesson depending on which one is choosen.</p>
<p>There is variant of Multichoice questions called <b>&quot;Multichoice
Multianswer&quot;</b> questions. These require the student to select all the
correct answers from the set of answers. The question may or may not tell
the student how many correct answers there are. For example &quot;Which of the
following were US Presidents?&quot; does not, while "Select the two US
presidents from the following list." does. The actual number of correct
answers can be from <b>one</b> up to the number of choices. (A Multichoice
Multianswer question with one correct answer <b>is</b> different from a
Multichoice question as the former allows the student the possibility of
choosing more than one answer while the latter does not.)</p>
<p>Again the correct answers are flagged using forward jumps, the wrong answers
by same page or backward jumps. When there is more than one correct answer
the jumps should all go to the same page, similarily with the wrong answers.
If that is <b>not</b> the case a warning is given on the teacher's view of
the lesson. The correct response, if required, should be given on the first
correct answer and the wrong response, if required, should be on the first
wrong answer. Responses on the other answers are ignored (without warning).
</p></li>
<li><p><b>Short Answer</b> The student is prompted for a short piece of text.
This is checked against one or more answers. Answers can be either correct
or wrong. Each answer can optionally have a response. If no response is
entered for an answer then the default reponse &quot;That's the Correct
Answer&quot; or &quot;That's the Wrong Answer&quot; is shown to the student.
If the text entered does not match any of the answers the question is wrong
and the student is shown the default wrong response.
</p>
<p>By default the comparisons ignore the case of the text. There is an option
to make the comparisons case sensitive.</p></li>
<li><b>True/False</b> The answer to this type of question only has two options,
true or false. The student is prompted to choose which is the correct
option. This type of question is basically a Multichoice question with just
two choices.</p></li>
<li><p><b>Matching</b> These are quite powerful and flexible questions. They
consist of a list of names or statements which must be correctly matched
against other list of names or statements. For example &quot;Match the
Capital with the Country&quot; with the two lists Japan, Canada, Italy and
Tokyo, Ottawa, Rome. It is possible to have repeated entries in one of the
lists but care should be taken to make the repeats identical. For example
&quot;Identify the type of these creatures&quot; with the lists Sparrow,
Cow, Ant, Dog and Bird, Animal, Insect, Animal. </p>
<p>When creating this type of question the items for the first list go into the
Answer boxes and items for the second list go into the Response boxes. Once
created a more sensible labelling scheme is shown. When the student
successfully matches the items the jump on the first answer is used. An
unsuccess answer jumps to the page on the second answer. The question does
<b>not</b> support custom responses, the student is told how many matches
are correct or if all the matches are correct.</p>
<p>Unlike the Multichoice question where the choices are shown in a random
order, the first list of items is <b>not</b> shuffled but shown in the same
order as entered. This allows for <b>&quot;Ordered&quot;</b> questions to be
constructed. Consider the question &quot; Put the following into the order
they were born, the earliest first&quot; with the lists 1., 2., 3., 4. and
Longfellow, Lawrence, Lowell, Larkin. The second list is shuffed before
being used in the question, of course.</p></li>
<li><p><b>Numerical</b> This type of question requires a number as the answer.
In it's simplest form it requires just one answer to be specified. For
example &quot;What is 2 plus 2?&quot; with the answer 4 given a forward
jump. However, it is better to specify a range because the internal rounding
of numerical values can make single numeric comparisons rather hit or miss.
Thus, if the question were &quot;What is 10 divided by 3&quot; it would be
necessary to give the answer as <b>&quot;Minimum:Maximum&quot;</b>, that
is <b>two</b> values separated by a colon (:). Thus if 3.33:3.34 is given as the
acceptible range for the answer, then the answers 3.33, 3.333, 3.3333...
would all be taken as correct answers. &quot;Wrong&quot; answers would
include 3.3 (less than the minimum) and 3.4 (greater than the maximum).</p>
<p>More than one correct answer is allowed and the answers can be either single
or pair of values. Note that the order in which the answers are tested is
Answer 1, Answer 2... so some care needs to taken if the desired response
is to appear. For example the question &quot;When was Larkin born?&quot;
could have the single value of 1922, the exact answer, and the pair of
values 1920:1929, the 20's, as the less exact answer.The order in which
these values should be tested is, obviously, 1922 then 1920:1929. The
first answer might have the response &quot;That's exactly right&quot;
while the other answer's response might be &quot;That's close, you've got
the right decade&quot;</p>
<p>Wrong answers can be given but depending on their actual range, care should
be taken to place them after the correct answers. For example in adding the
wrong answer 3:4 to the &quot;10 divided by 3&quot; question it needs to come
after the correct answer. That is the answers are ordered 3.33:3.34 (the
&quot;correct&quot; answer) then 3:4 (the &quot;wrong&quot; answer, but
not wildly wrong answer!).</p></li>
</ul>
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<p align="center"><b>Allowing the Students to Re-take the Lesson</b></p>
<p>This setting determines whether the students can take the lesson more than once
or only once. The teacher may decide that the lesson contains material which
the students ought to know throughly. In which case repeated viewings of the
lesson should be allowed. If, however, the material is used more like an exam
then the students should not be allowed to re-take the lesson.</p>
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
in the Grades page are either their <b>average</b> grade over the re-takes
or their <b>best</b> grade for the lesson. The next parameter determines
which of these two grading alternatives is used.</p>
<p>Note that the <b>Question Analysis</b> always uses the answers from the
first tries of the lesson, subsequent re-takes by students are ignored.</p>
<p>By default this option is <b>Yes</b>, meaning that students are allowed to
re-take the lesson. It is expected that only in exceptional circumstances
will this option be set to <b>No</b>.
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<p align="center"><b>Use of the HTML Editor</b></p>
<p>When editing pages this option enables the use the HTML editor (called the
editor from this point) instead of simple textarea boxes. The editor
allows the simple formatting of text and the easy addition of
&quot;advanced&quot; features such as links.</p>
<p>The editor is switched on by clicking on the box next to <b>Use Editor</b>.
The editor is associated with the items on an individual basis. For
example, switching the editor on for, say, the <b>Response 1</b> item just
sets the editor on for that item, it does <i>not</i> set it on for all the
Response boxes.</p>
<p>If the editor is required for some of the items of a page, first click on
the <b>Use Editor</b> boxes (They should then contain ticks.) The page is
then re-displayed to activate the use of the editor. This is done by
clicking on the <b>Redisplay Page</b> button at the foot of the page.</p>
<p>Note that care should be taken when using the editor. In most cases it
should not cause any problems. However, it is <i>not</i> recommended for
<b>Answers of Short Answer and Numeric type questions</b>. The editor can
add extra &quot;invisible&quot; HTML tags which <b>stop</b> comparisons
working as expected. Further, the <b>Descriptions</b> in Branch Tables are
used in Buttons and again if they contain any HTML tags this can cause
problems. There are no problems with Answers which are used only for
display, such as those in Multichoice type questions. Again use of the
editor for Response items should not cause any problems.</p>
<p>If a problem is suspected with any of the text items it is quite safe to
switch the editor off (by removing the tick in the <b>Use editor</b> box).
When the page is redisplayed, the &quot;raw&quot; text can then be seen in
the textarea box. The text can be edited as required. In fact, switching
the editor on and off repeatedly for a particular item should <i>not</i>
change the text.</p>
<p>The &quot;state&quot; of the <b>Use editor</b> option is saved with each
item. Thus if a page is re-edited the items which were using the editor
will again appear within the editor.</p>
<p>Finally, the editor is quite &quot;expensive&quot; in terms of resources
within the browser. If items do not require the use of the editor it is
quicker and less prone to resource problems to just use the standard
textarea boxes.</p>
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<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>
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<P ALIGN=CENTER><B>Discrimination Index</B></P>
<P>This provides a rough indicator of the performance of each item. It is calculated by counting the number of students who scored in top third on this quiz for each question and dividing this figure by the number of students who scored in the bottom third. </p>
<p>For example, if 30 students took the quiz, there would be 10 students each in the top third and bottom third. If, on item #1, 9 of the best students got it right, but only 3 of the poorest third got it right, the discrimination index would be 9/3 = 3.0. The numbers in parentheses are: (top third correct responses/bottom third correct responses). </P>
<P>If the index goes below 1.0 it means that more of the weaker students got the item right than the stronger students. Such items should be discarded as worthless. In fact, they reduce the accuracy of the overall score for the quiz. </P>
<P>If no weak students got the item correct, the denominator would be 0 which would yield a result of infinity. The program substitutes a '10' for any such items. </P>
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<p align=center><b>Importing "Aiken" format files</b></p>
<p>The Aiken format is a very simple way of creating multiple choice questions using a clear human-readable format. Here is an example of the format:</p>
<pre>
What is the correct answer to this question?
A. Is it this one?
B. Maybe this answer?
C. Possibly this one?
D. Must be this one!
ANSWER: D
Which LMS has the most quiz import formats?
A) Moodle
B) ATutor
C) Claroline
D) Blackboard
E) WebCT
F) Ilias
ANSWER: A
</pre>
<p>The question must be all on one line.</p>
<p>Each answer must start with a single-letter character, followed by a period '.' or a bracket ')', then a space.</p>
<p>The answer line must immediately follow, starting with "ANSWER:" and then giving the appropriate letter.</p>
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<p align=center><b>Importing "Course Test Manager" files</b></p>
<p>Course Test Manager is an "End of Lifetime" software package from Course Technology.
It is no longer being actively developed by Course Technology. It has been replaced by
a new test manager called ExamView. However, there has never been a migration path to allow
this format to be exported from CTM testbanks to any other common test format. This is why this
module has been written.</p>
<p> In order to import questions from CTM, you must have CTM installed on a Windows machine, and
have access to the MS Access data files on that machine. Two data files are required in order to
access the data files:</p>
<ul><li>System.mda - This file is in the top directory of your CTM installation, and is referred to
in MS access parlance as the "System Database".</li>
<li>ctm.mdb - this is the database that contains the test bank questions. There is one of these databases
for each course installed in CTM. It is located in a directory one level bellow your CTM installation
directory.</li>
</ul>
</p>The import process is somewhat different based on whether you're running moodle on Windows or Linux.
Regardless of what platfom moodle is running on, you must have a Windows system (Windows 2000 or Windows XP)
on the same network as your moodle system in order to host the Access database while importing test banks.</p>
<p>The process is somewhat easier on a <b>Windows-based</b> moodle system. All you need to do to use the CTM import
class is:</p>
<ol><li>upload the system.mda system database to moodle using the file manager. It doesn't matter what course you
upload the system.mda file to. Moodle will find it regardless.</li>
<li>Crete your quiz and go into the "import questions from file" process. Upload your chosen ctm.mdb
database as the file to import. If you did this correctly, you will see another screen that allows you
to choose the sub-category of questions to import from the database. The reason this step is here is that
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
sections of the course.</li>
</ol>
<p>The process on a <b>Linux-based</b> moodle system includes a third-party software component called the
<a href="http://odbcsock.sourceforge.net/" target="_new"><b>ODBC Socket Server</b></a>. In order to import CTM databases on Linux, you must first download and install
this small network program on the Windows system that hosts your CTM databases. <b>Do not</b> follow the installation
steps outlined in the ODBC Socket Server Installation. They're more complicated than they need to be!
Instead, follow these steps to install this program on your Windows system:</P>
<ol><li>Go to the windows system and unzip the install file you downloaded from
<a href="http://odbcsock.sourceforge.net/" target="_new">this site</a> on the system.</li>
<li>Copy the binary ODBCSocketServer.exe to a permanent location, such as your system directory
(probably C:\WINNT\ or C:\Windows) or your Program Files directory. </li>
<li>Install the ODBC Socket Server as a Service on the system with this command:<br />
<b>&lt;path you copied the file to in the step above&gt;ODBCSocketServer.exe /Service</b><br />
You may do this by typing this command from Start-&gt;Run... dialog, or from a command prompt.</li>
<li>Open the Service Manager by either going to
Start-&gt;Settings-&gt;Control Panels-&gt;Administrative Tools-&gt;Services or by right-clicking on
<b>My Computer</b>, choosing <b>Manage</b>, then choosing <B>Services and Applications-&gt;Services</b> from
the right panel. You may also access the Service manager by typing <b>services.msc</b> in the Start-&gt;Run...
dialog</li>
<li>In the Service manager, right-click the ODBC Socket Server item and choose the <b>Start</b> item. It's status
should change to "started" when you do this. Note that you may stop and/or disable this service completely after
you've completed the import process.</li>
<li>Make sure that the system.mda and ctm.mdb access data files are on the machine,
and that the MS Access ODBC driver is present. It is installed in a standard Windows installation. You can
determine if it installed by opening the "Data Sources" item in "Administrative Tools" and referring to the "Drivers"
tab. You're going to have to determine where CTM is installed and locate the system.mda file and the ctm.mdb database
or databases you're interested in importing data from. Make note of the full local paths to these files as well
as the IP address or hostname of the Windows server. You're going to need this information for the import process.</li>
<li>Now you may import the testbank or testbanks into moodle. Crete your quiz and go into the
"import questions from file" process. <B>NOW HERE'S WHERE THINGS ARE DIFFERENT FOR LINUX - </B>
YOU MUST SPECIFY A DUMMY FILE IN THE UPLOAD FIELD TO GET THE IMPORT PROCESS STARTED. THIS FILE <b>WILL NOT</b>
BE PROCESSED, IT'S JUST A PLACEHOLDER FOR THE IMPORT FORM. YOU WILL GET A PLACE TO SPECIFY THE WINDOWS SERVER
INFORMATION NEXT. Next, you will get a screen where you can type in the hostname for the Windows ODBC Socket Server
machine as well as the paths to the system and testbank databases. Type in the information you wrote down from the
previous step here and click "Connect to Server". If everything was set up correctly, you'll get another form to allow
you to choose the sub-category of questions to import from the database. The reason this step is here is that
CTM test banks often contain a large number of categorized questions, based on the chapters of the book or
sections of the course. IF YOU GET TO THIS STEP WITHOUT ERROR MESSAGES, YOU HAVE SET UP THE SOCKET SERVER CORRECTLY
AND YOU'RE ABOUT TO IMPORT QUESTIONS TO MOODLE!</li>
</ol>
<P>If you received error messages during this process, you may find this technical information useful.
The ODBC Socket server uses port 9628 to open a socket and trade and XML query for an XML result table of
the query results. The import class parses that XML and use it just like I use a local query to do the importing.
</p>
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<p align=center><b>Importing "GIFT" format files</b></p>
<p>GIFT is the most comprehensive import format available for importing
Moodle quiz questions from a text file. It supports Multiple-Choice,
True-False, Short Answer, Matching and Numerical questions, as well as insertion
of a _____ for the Missing Word format. Various question-types can be
mixed in a single text file, and the format also supports line comments,
question names, feedback and percentage-weight grades.</p>
<p>The text encoding of your text file must be the same as your Moodle installation.
An example questions text file can be found here: <a href="../../../../mod/quiz/format/gift/examples.txt">gift/examples.txt</a>.</p>
<h3>QUESTION TYPES</h3>
<p><u>Multiple Choice:</u><br />
For multiple choice questions, wrong answers are prefixed with a tilde (~)
and the correct answer is prefixed with an equal sign (=).</p>
<pre> Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}</pre>
<p>The <b>Missing Word</b> format automatically inserts a fill-in-the-blank line (like this _____) in the middle of the sentence.
To use the Missing Word format, place the answers where you want the line to appear in the sentence.</p>
<pre> Grant is {~buried =entombed ~living} in Grant's tomb.</pre>
<p>If the answers come before the closing punctuation mark, a fill-in-the-blank line will be inserted
for the &quot;missing word&quot; format. All question types can be written in the Missing Word format.</p>
<p>There must be a blank line (double carriage return) separating questions.
For clarity, the answers can be written on separate lines and even indented. For example:</p>
<pre> The American holiday of Thanksgiving is celebrated on the {
~second
~third
=fourth
} Thursday of November.
Japanese characters originally came from what country? {
~India
=China
~Korea
~Egypt}</pre>
<p><u>Short Answer:</u><br />
Answers in Short Answer question-type are all prefixed by an equal sign (=),
indicating that they are all correct answers. The answers must not contain a tilde.</p>
<pre> Who's buried in Grant's tomb?{=no one =nobody}
Two plus two equals {=four =4}.</pre>
<p>If there is only <u>one</u> correct Short Answer, it may be written without the equal sign prefix,
as long as it cannot be confused as True-False.
<p><u>True-False:</u><br />
In this question-type the answer indicates whether the statement is true or false.
The answer should be written as {TRUE} or {FALSE}, or abbreviated to {T} or {F}.</p>
<pre> Grant is buried in Grant's tomb.{F}
The sun rises in the east.{T}</pre>
<p><u>Matching:</u><br />
Matching pairs begin with an equal sign (=) and are separated by this symbol "->". There must be at least three matching pairs.</p>
<pre> Matching Question. {
=subquestion1 -> subanswer1
=subquestion2 -> subanswer2
=subquestion3 -> subanswer3
}
Match the following countries with their corresponding capitals. {
=Canada -> Ottawa
=Italy -> Rome
=Japan -> Tokyo
=India -> New Delhi
}</pre>
<p>Matching questions do not support feedback or percentage answer weights.</p>
<p><u>Numerical:</u><br />
The answer section for Numerical questions must start with a number sign (#).
Numerical answers can include an error margin, which is written following the correct answer, separated by a colon.
So for example, if the correct answer is anything between 1.5 and 2.5, then it would be written as follows <u>{#2:0.5}</u>.
This indicates that 2 with an error margin of 0.5 is correct (i.e., the span from 1.5 to 2.5).
If no error margin is specified, it will be assumed to be zero.</p>
<pre> When was Ulysses S. Grant born? {#1822}
What is the value of pi (to 3 decimal places)? {#3.1415:0.0005}.</pre>
<p>Optionally, numerical answers can be written as a span in the following format {#<i>MinimumValue</i>..<i>MaximumValue</i>}.</p>
<pre> What is the value of pi (to 3 decimal places)? {#3.141..3.142}.</pre>
<p>Moodle's browser interface does not support multiple numerical answers, but Moodle's code can and so does GIFT.
This can be used to specify numerical multiple spans, and can be particularly usefully when combined with percentage weight grades.
If multiple answers are used, they must be separated by an equal sign, like short answer questions.</p>
<pre> When was Ulysses S. Grant born? {#
=1822:0
=%50%1822:2}</pre>
<p>Note that since Moodle's browser GUI doesn't support multiple answers for Numerical questions,
there's no way to see them or edit them through Moodle.
The only way to change a numerical answer beyond the first, is to delete the question
and re-import it (or use something like phpMyAdmin).</p>
<h3>OPTIONS</h3>
<p>In addition to these basic question types, this filter offers the following options:
line comments, question name, feedback and percentage answer weight.</p>
<p><u>Line Comments:</u><br />
Comments that will not be imported into Moodle can be included in the text file.
This can be used to provide headers or more information about questions.
All lines that start with a double backslash (not counting tabs or spaces) will be ignored by the filter.</p>
<pre> // Subheading: Numerical questions below
What's 2 plus 2? {#4}</pre>
<p><u>Question Name:</u><br />
A question name can be specified by placing it first and enclosing it within double colons.</p>
<pre> ::Kanji Origins::Japanese characters originally
came from what country? {=China}
::Thanksgiving Date::The American holiday of Thanksgiving is
celebrated on the {~second ~third =fourth} Thursday of November.</pre>
<p>If no question name is specified, the entire question will be used as the name by default.</p>
<p><u>Feedback:</u><br />
Feedback can be included for each answer by following the answer with a number sign (# also known as a hash mark) and the feedback.</p>
<pre> What's the answer to this multiple-choice question?{
~wrong answer#feedback comment on the wrong answer
~another wrong answer#feedback comment on this wrong answer
=right answer#Very good!}
Who's buried in Grant's tomb?{
=no one#excellent answer!
=nobody#excellent answer!}
Grant is buried in Grant's tomb.{FALSE#No one is buried in Grant's tomb.}</pre>
<p>For Multiple Choice questions, feedback is displayed only for the answer the student selected.
For short answer, feedback is shown only when students input the corresponding correct answer.
For true-false questions, the imported feedback is saved so that it will display if the student chose the wrong answer.
So, in the last example above, the student would see the feedback only if they selected TRUE as their answer.</p>
<p><u>Percentage Answer Weights:</u><br />
Percentage answer weights are available for both Multiple Choice and Short Answer questions.
Percentage answer weights can be included by following the tilde (for Multiple Choice) or
equal sign (for Short Answer) with the desired percent enclosed within percent signs (e.g., %50%).
This option can be combined with feedback comments.</p>
<pre> Difficult question.{~wrong answer ~%50%half credit answer =full credit answer}
::Jesus' hometown::Jesus Christ was from {
~Jerusalem#This was an important city, but the wrong answer.
~%25%Bethlehem#He was born here, but not raised here.
~%50%Galilee#You need to be more specific.
=Nazareth#Yes! That's right!}.
::Jesus' hometown:: Jesus Christ was from {
=Nazareth#Yes! That's right!
=%75%Nazereth#Right, but misspelled.
=%25%Bethlehem#He was born here, but not raised here.}</pre>
<p>Note that the last two examples are essentially the same question, first as multiple choice and then as short answer.</p>
<p><font size="-1">Note that it is possible to specify percentage answer weights that are NOT
available through the browser interface. Such answer-weights will calculate correctly
(according to the value assigned when imported), and will appear normal to students taking the test.
But such answer-weights will not display correctly to teachers when editing them through Moodle's
Edit Question interface. The pull-down menu only allows certain fixed values, and if the answer-weight
does not exactly match one of those predetermined values, then it will not display correctly.
If you edit such a question through the browser interface, the answer weight will change to that displayed.</font></p>
<p><u>Multiple Answers:</u><br />
The Multiple Answers option is used for multiple choice questions when two or more answers must
be selected in order to obtain full credit. The multiple answers option is enabled by assigning
partial answer weight to multiple answers, while allowing no single answer to receive full credit.</p>
<pre> What two people are entombed in Grant's tomb? {
~No one
~%50%Grant
~%50%Grant's wife
~Grant's father }</pre>
<p>Note that there is no equal sign (=) in any answer and the answers should total no more than 100%,
otherwise Moodle will return an error.
To avoid the problem of students automatically getting 100% by simply checking all of the answers,
it is best to include negative answer weights for wrong answers.</p>
<pre> What two people are entombed in Grant's tomb? {
~%-50%No one
~%50%Grant
~%50%Grant's wife
~%-50%Grant's father }</pre>
<p><u>Special Characters ~ = # { } :</u><br />
These symbols <b> ~ = # { } </b> control the operation of this filter and cannot be used as normal text within questions.
Since these symbols have a special role in determining the operation of this filter, they are called "control characters."
But sometimes you may want to use one of these characters, for example to show a mathematical formula in a question.
The way to get around this problem is "escaping" the control characters.
This means simply putting a backslash (\) before a control character so the filter will know that you want to use
it as a literal character instead of as a control character.
For example:</p>
<pre> Which answer equals 5? {
~ \= 2 + 2
= \= 2 + 3
~ \= 2 + 4 }
::GIFT Control Characters::
Which of the following is NOT a control character for the GIFT import format? {
~ \~ # \~ is a control character.
~ \= # \= is a control character.
~ \# # \# is a control character.
~ \{ # \{ is a control character.
~ \} # \} is a control character.
= \ # Correct! \ (backslash) is not a control character. BUT,
it is used to escape the control characters.
}</pre>
<p>When the question is processed, the backslash is removed and is not saved in Moodle.</p>
<p><u>Other Options:</u><br />
Short Answer questions can be made case sensitive by changing &quot;0&quot; to &quot;1&quot; in the following line:<br />
<tt>$question-&gt;usecase = 0; // Ignore case</tt></p>
<p>Other options are available through editing the import filter <b>gift/format.php</b>. </p>
<p></p>
<h3>CREDITS</h3>
<p>This filter was written through the collaboration of numerous members of the Moodle community.
It was originally based on the missingword format, which included code from Martin Dougiamas and Thomas Robb.
Paul Tsuchido Shew wrote this filter in December 2003 incorporating community suggestions for a more robust question format.
The name was conceived as an acronym for &quot;General Import Format Technology&quot; or something like that,
but it's too long for a simple filter like this, so it just GIFT.</p>
<p><font size="-1">GIFT filter and documentation by Paul Tsuchido Shew http://ac.shew.jp. Last updated 27 Feb 2004.</font></p>
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<p align=center><b>Importing "WebCT Quiz Format" files</b></p>
<p>The WebCT import filter is in development and does not support
all of the WebCT question types.</p>
<p>At the time of writing this, only Multiple Choice and Short answer
questions are supported.</p>
<p>Here are some examples of these questions in a text file:</p>
<pre>
# Start of question: Short Answer Question
:TYPE:S:
:TITLE:Short Answer Question
:QUESTION:H
What is the name of the WebCT Learning Hub?
&lt;br />
:IMAGE:dotcomLogoc.gif
:ANSWERS:1
:CASE:0
:ANSWER1:WebCT.com:100:0:20:0
:FEEDBACK1:H
Be sure to visit the Learning Hub\: www.WebCT.com
:CAT:Default
# End of question: Short Answer Question
# Start of question: Multiple Choice Question
:TYPE:MC:1:0:C
:TITLE:Multiple Choice Question
:FEEDBACK
Darwin invented the theory of evolution and created darwinism.
:QUESTION:H
Where is the Darwin Research Center?
:IMAGE:
:LAYOUT:vertical
:ANSWER1:0:H
Menlo Park, California
:REASON1:H
Sorry!
:ANSWER2:0:H
Vancouver, Canada
:REASON2:H
Sorry!
:ANSWER3:100:H
Galapagos Islands, Ecuador
:REASON3:H
Correct Answer!
:ANSWER4:0:H
London, England
:REASON4:H
Sorry!
:ANSWER5:0:H
Sidney, Australia
:REASON5:H
Sorry!
:CAT:Default
# End of question: Multiple Choice Question
</pre>
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<P ALIGN=CENTER><B>Importing new questions</B></P>
<P>This function allows you to import questions from
external text files.
<P>Several common file formats are supported:
<P><B>Missing word format</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: <?php helpbutton("formatmissingword", "", "quiz") ?></P>
</UL>
<P><B>IMS QTI format</B></P>
<UL>
<P>The standard format for Question and Test Interoperability, from IMS.
<P>Not yet implemented
<P>More info: <?php helpbutton("formatqti", "", "quiz") ?></P>
</UL>
<P><B>WebCT format</B></P>
<UL>
<P>The format of files exported from WebCT.
<P>Not yet implemented
<P>More info: <?php helpbutton("formatwebct", "", "quiz") ?></P>
</UL>
<P><B>Custom format</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: <?php helpbutton("formatcustom", "", "quiz") ?></P>
</UL>
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<p>Quizzes</p>
<ul>
<li><a href="help.php?module=quiz&file=review.html">Allow review once quiz is closed</a>
<li><a href="help.php?module=quiz&file=attempts.html">Attempts</a>
<li><a href="help.php?module=quiz&file=categories.html">Categories</a>
<li><a href="help.php?module=quiz&file=correctanswers.html">Correct answers</a>
<li><a href="help.php?module=quiz&file=createmultiple.html">Creating multiple quizzes</a>
<li><a href="help.php?module=quiz&file=description.html">Descriptions</a>
<li><a href="help.php?module=quiz&file=repeatattempts.html">Each attempt buids on the last</a>
<li><a href="help.php?module=quiz&file=multianswer.html">Embedded Answers (Cloze)</a>
<li><a href="help.php?module=quiz&file=grademethod.html">Grading method</a>
<li><a href="help.php?module=quiz&file=import.html">Importing questions</a>
<li><a href="help.php?module=quiz&file=formataiken.html">Importing Aiken format files</a>
<li><a href="help.php?module=quiz&file=formatblackboard.html">Importing Blackboard quiz files</a>
<li><a href="help.php?module=quiz&file=formatcustom.html">Importing custom quiz files</a>
<li><a href="help.php?module=quiz&file=formatgift.html">Importing GIFT format files</a>
<li><a href="help.php?module=quiz&file=formatmissingword.html">Importing "Missing Word" files</a>
<li><a href="help.php?module=quiz&file=formatwebct.html">Importing WebCT quiz files</a>
<li><a href="help.php?module=quiz&file=match.html">Matching questions</a>
<li><a href="help.php?module=quiz&file=maxgrade.html">Maximum grade</a>
<li><a href="help.php?module=quiz&file=multichoice.html">Multiple choice questions</a>
<li><a href="help.php?module=quiz&file=numerical.html">Numerical questions</a>
<li><a href="help.php?module=quiz&file=timeopen.html">Opening and closing the quiz</a>
<li><a href="help.php?module=quiz&file=feedback.html">Question feedback</a>
<li><a href="help.php?module=quiz&file=questiontypes.html">Question types- creating a new question</a>
<li><a href="help.php?module=quiz&file=random.html">Random questions</a>
<li><a href="help.php?module=quiz&file=randomsamatch.html">Random Short-Answer Matching questions</a>
<li><a href="help.php?module=quiz&file=shortanswer.html">Short Answer questions</a>
<li><a href="help.php?module=quiz&file=shuffleanswers.html">Shuffle answers</a>
<li><a href="help.php?module=quiz&file=shufflequestions.html">Shuffle questions</a>
<li><a href="help.php?module=quiz&file=truefalse.html">True/False questions</a>
</ul>
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<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 contibute towards the
grade for the total question.
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<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/quiz/icon.gif">&nbsp;<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>
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<p align="center"><b>Embedded answers (Cloze)</b></p>
<p>This very flexible question type is similar to a
popular format known as the Cloze format.
<p>Questions consist of a passage of text (in Moodle format) that
has various answers embedded within it, including multiple choice,
short answers and numerical answers.
<p>There is currently no graphical interface to create these questions -
you need to specify the question format using the text box or by
importing them from external files.
<p>Here is an example of the input text used to specify such a question:
<form>
<center>
<textarea rows=15 cols=60 wrap=virtual>This question consists of some text with an answer embedded right here {1:MULTICHOICE:Wrong answer#Feedback for this wrong answer~Another wrong answer#Feedback for the other wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and right after that you will have to deal with this short answer {1:SHORTANSWER:Wrong answer#Feedback for this wrong answer~=Correct answer#Feedback for correct answer~%50%Answer that gives half the credit#Feedback for half credit answer} and finally we have a floating point number {2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8~%50%N/A#Feedback for halfcredit answer in the nearby region of the correct answer}.
Note that addresses like www.moodle.org and smileys :-) all work as normal:
a) How good is this? {:MULTICHOICE:=Yes#Correct~No#We have a different opinion}
b) What grade would you give it? {3:NUMERICAL:=3:2}
Good luck!
</textarea>
</center>
</form>
<p>This example will appear to students as follows:</p>
<form>
<table align="CENTER" width="90%" class="generalbox" border="0" cellpadding="5" cellspacing="0"><tr><td bgcolor="#FFFFFF" class="generalboxcontent"><table width=100% cellspacing=10><tr><td nowrap width=100 valign=top><p align=center><b>3</b></p><p align=center><font size=1>8 Marks</font></p><img height="1" width="100" src="pix/spacer.gif" alt=""><br />
</td><td valign=top><p>This question consists of some text with an answer embedded right here <select name="q4ma1" ><option></option><option value="4" >Wrong answer</option><option value="5" >Another wrong answer</option><option value="6" >Correct answer</option><option value="7" >Answer that gives half the credit</option></select> and right after that you will have to deal with this short answer <input name="q4ma2" value="" type="TEXT" size="8"/> and finally we have a floating point number <input name="q4ma3" value="" type="TEXT" size="8"/> .<br />
<br />
Note that addresses like <a href="http://www.moodle.org" target="newpage">www.moodle.org</a> and smileys <img border="0" src="pix/s/smiley.gif" width="15" height="15"> all work as normal:<br />
a) How good is this? <select name="q4ma4" ><option></option><option value="13" >Yes</option><option value="14" >No</option></select> <br />
b) What grade would you give it? <input name="q4ma5" value="" type="TEXT" size="8"/> <br />
<br />
Good luck!</p></TD></TR></TABLE></td></tr></table>
</form>
<br />
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<P ALIGN=CENTER><B>Numerical questions</B></P>
<p>From the student perspective, a numerical question looks just
like a short-answer question.</P>
<p>The difference is that numerical answers are allowed
to have an accepted error. This allows a continuous range of answers
to be set.</P>
<p>For example, if the answer is 30 with an accepted error of 5,
then any number between 25 and 35 will be accepted as correct.</p>
<p>Numerical questions can also have case-insensitive non-numerical answers.
This is useful whenever the answer for a numerical question
is something like N/A, +inf, -inf, NaN etc</p>
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<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.
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<p align="center"><b>Each attempt builds on the last</b></p>
<p>If multiple attempts are allowed and this setting is set to <B>Yes</B>, then each new attempt contains the results of the previous attempt. This allows a quiz to be completed over several attempts.</p>
<p>To show a fresh quiz on every attempt, select <B>No</B> for this setting.
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<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>
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<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>

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