+++ /dev/null
-<h1>Add Comment to Bank</h1>
-
-<p>Frequently used comments can be added to the Assessment form so that there
- is no need to re-type them each time they are required. These
- "stock" comments appear below the Feedback/Comment box. Clicking
- on the comment adds that text to the Feedback box. The steps to add a
- comment to the Assessment form are:</p>
-
-<ol>
- <li>Type the comment in the Feedback/Comment Box;</li>
- <li>Click on the "Add Comment to Bank" button.</li>
-</ol>
-
-<p>The Assessment form is redisplayed. The new comment is left in the
- Feedback/Comment box and it also appears (as a link) below the
- Feedback/Comment box. In future assessments the comment can be added by
- simply clicking on the comment text. It is then added to the
- Feedback/Comment box.</p>
-
-<p>The stock comments are always added to the end of any existing text in the
- Feedback/Comment box and separated from that text by a space.</p>
+++ /dev/null
-<h1>Adding a Comment</h1>
-
-<p>Comments can be added to an assessment to:
-
-<ol>
-<li>Add additional explanation or clarification to the assessment (by
- the student who assessed the piece of work);</li>
-<li>Query the statements made in the assessment (by the student whose
- piece of work is being assessed;</li>
-<li>Try to resolve difficulties which may have arisen during the discussion
- on the assessment (by the teacher);</li>
-</ol>
-<p>The aim of the comments is to try either reach agreement on the
- current assessment or persuade the assessor to revise their assessment.
- This discussion should be undertaken in a reasonable way. </p>
-
-<p>If the work is reassessed then the old comments are discarded and
- are no longer shown with the new assessment.
-
-</p>
+++ /dev/null
-<h1>Agreement of Assessments</h1>
-
-<p>A workshop assignment can have either of these characteristics:
-
-<ol>
-<li>In the submission and assessment phase the students see the
- assessments made by other students. There is no feedback
- from the students who submitted the work to the students who made
- the assessment. That is, there is only one way feedback between
- peers on any one piece of work.</li>
-
-<li>In the submission and assessment phase the students see the
- assessments made by other students and they are allowed to comment
- on these assessments. They may agree or disagree with the (peer) assessment.
- If they agree with the assessment then the assessment stands and is
- used in the final calculations when determining the peer grade given to
- the particular piece of work. If, however, they do not agree with an
- assessment the student who made the assessment is given an
- opportunity to revise it. The revise/disagree loop can continue until
- either agreement is reached or the deadline is reached. An assessment
- which is still in "dispute" when the deadline is reached
- is not used in the final grades. This gives two way feedback
- between peers on each piece of work.</li>
-</ol>
-<p>If the second method of working is chosen there is the option of switching off the display
- of grades. That is, if this "hide grades" option is exercised, only the comments
- in the assessment are shown to the student who work is being assessed.
- The grades are shown only after agreement has been reached (on the
- comments alone). Note that this option only effective when agreement on
- assessments is required.
-
-</p>
+++ /dev/null
-<h1>Analysis of Assessments</h1>
-
-<p>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assessments are then used in the calculation of the final grade.
-</p>
-
-<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
-</p>
-
-<p>The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.
-</p>
-
-<ol>
-<li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
-
-<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performance and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
-<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
-<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
-<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. </li>
-</ul></li>
-</ol>
-<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
-</p>
-<p>There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are <b>not</b> dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments.
-</p>
-<p>Note that this analysis does take a long time as it involves an iterative process. Lengthy delays are to be expected.
-</p>
+++ /dev/null
-<h1>Hide Names from Students</h1>
-
-<p>A peer graded assignment can be graded anonymously. In this
- case the names (and any photos) of the students doing the grading
- are not shown. Only the (file) names of the submissions are used to identify
- the pieces of work being graded. </p>
-
-<p>When the peer graded assignment is not graded anonymously, the
- pieces of work are shown with the names (and any photos) of the
- students who submitted the work. This may lead to bias in the gradings.</p>
-
-<p>Note that if the teacher's grades are shown to the students these are
- never shown anonymously.
-</p>
+++ /dev/null
-<h1>End of assessments</h1>
-
+++ /dev/null
-<h1>Assessment of Teacher's Examples</h1>
-
-<p>After the teacher has submitted the examples it is important that the
- teacher assess these examples.</p>
-
-<p>These assessments are private to the teacher, they are NOT shown
- to the students at any stage during the assignment. However, they are,
- used internally as reference assessments against which the student assessments
- are compared. The closer a student's assessment matches the teacher assessment
- the higher is their "Grading grade". The teacher has a degree of
- control on how the agreement is translated into grades. This the
- "Comparison of Assessments" option in the workshop. This option
- can be changed at any time and the comparisons re-calculated.</p>
-
+++ /dev/null
-<h1>Start of assessment</h1>
-
+++ /dev/null
-<h1>Peer Graded Assignment Type</h1>
-
-<p>A peer graded assignment can have one of two types:</p>
-
-<ol>
-<li>Only feedback on the assessment elements and the general comment
- is entered. The grading of assessment elements is not seen in the
- grading pages. Assignments themselves are not given an overall grade.
- However, the grading performance of the students is measured and
- this, and only this measure contributes towards the final grades given
- to the students.</li>
-
-<li>Here the teacher and peers are asked to provide both feedback and
- grades. The assignments are given an overall quantitative grade as well
- as the qualitative data. The final grade for a student will be calculated
- from the (weighted) contributions of the teacher's grade, the mean
- peers' grade and the student's grading performance.</li>
-
-</ol>
+++ /dev/null
-<h1>The Breakdown of the Final Grade</h1>
-
-<p>The table on this screen shows your final grade and how it was calculated.
- The final grade is made up from three possible components.</p>
-
-<ol>
-<li>The teacher's grade for your submitted work.</li>
-<li>The average of the peer grades for your submitted work. </li>
-<li>A grade for your performance in the peer grading phase. This
- performance was based by (a) whether your grades were too high or too low
- when compared with the average grade of the other students (this is called bias),
- (b) whether your grades follow, again on average, the grades given by
- the other students (this is called reliability)
- and (c) on the quality of your comments on the other pieces of work you graded.
- This was graded by the teacher. These three performance grades were weighted
- by the factors 1:2:3 respectively to give an overall "grading"
- grade. In other words the teacher's grading of the comments is given the
- same weight as the Bias and Reliability factors combined.</li>
-</ol>
-
-<p>These three components can be weighted as deemed appropriate for the
- assignment. These weights are shown in the smaller table.
-</p>
+++ /dev/null
-<h1>The Calculation of the Final Grade</h1>
-
-<p>The table on this screen shows how the final grades for the students
- are calculated. The final grades are a weighted sum of up to five components.</p>
-
-<ol>
-<li>The teacher's grade for their submitted work. This is optional and will be
- used if the teacher actually assesses the student's work. If the student submits
- more than one piece of work the "best" grade is used. Here, best
- means the piece of work with the highest weighted combination of teacher's
- grade and peer grade...</li>
-<li>The average of the peer grades for their submitted work. Again if the student
- submits more than one piece of work the "best" grade is used. The
- peer grade can optionally
- include the teacher's grade. This grade would be included if the number of
- peer gradings is very low or it is thought that the peer gradings are suspect
- either because of bias (usually on the high side) or for not being reliable.
- If included the teacher's grade is treated in the same way as a peer grade in
- the calculation of the average.</li>
-<li>The student's bias in grading peer work. This is measure of whether the
- student grades work either too high or too low. It is not an absolute measure
- as it is based on the difference between the student's grade and the peer
- averages for each of the submissions they assessed. In general this component
- should NOT be given a high weighting.</li>
-<li>The student's reliability in grading peer work. This is a measure on how well
- a students grades follow the peer average for the pieces of work they
- assessed. The measure discounts the student bias and averages the absolute
- differences between their grades and the peer average grades. In theory if
- the students gives high marks for good pieces of work and low marks for poor
- pieces of work their reliability will be high. If it is suspected that the students in
- general are poor assessors then the teacher's grades should be included into
- the peer averages, this should make the reliability values more meaningful.</li>
-<li>The average grade given by the teacher for the student's assessments.
- This includes both the preliminary assessments made by the student on the
- example pieces of work and any grading the teacher makes on the assessments
- produced during the peer assessment phase of the assignment. In general this
- component is probably more important than both the Bias and Reliability
- components and thus, if available, should be weighted higher.</li>
-</ol>
-
-<p>These five components can be weighted as deemed appropriate for the
- assignment. For example the teacher's grade might be weighted strongly
- if the peer grading part of the assignment is only considered a minor part
- of the assignment as a whole. Alternatively, if the teacher only grades a few
- of the submissions these grades can be ignored by giving them a zero weighting.
- If the assignment is all about the students as judges and the providing of feedback
- then first two components may be set to zero (or low) and the students'
- grading abilities will determine the final grades.</p>
-
-<p>Note that this screen is used iteratively and the final grades are not normally
- made available to the students until the final phase of the assignment. Once the
- the teacher is happy with the final grades and their weightings then they can
- be made available to the students.
-</p>
+++ /dev/null
-<h1>Comparison of Assessments</h1>
-
-<p>In a workshop it is common for the same piece of work to be assessed by the
- teacher and the students. If examples are used then the teacher first
- assesses them before the students assess a selection of them. The work from
- the students may well be assessed by the teacher, at least in part, and
- very possibly by a number of students. A workshop allows the teacher to award
- a proportion of the grade to the student's assessments, the remainder of
- the grade is allocated to the assessments of the work itself. (The
- proportions of the grade given to these two areas is set towards the end of
- the workshop.) A student's assessments are given a grade based on how well
- they match the corresponding assessments make by the teacher. (In the
- absence of a teacher assessment then the average of the peer assessments is
- used).</p>
-
-<p>The degree of agreement between the student's and teacher's assessment is
- based on the differences between the scores in individual elements
- (actually the squared differences are used). The mean of these differences
- must to converted into a meaningful grade. The "Comparison of
- Assessments" option allows the teacher a degree of control on how
- these comparisons are converted into grades.</p>
-
-<p>To get some idea on what effect this option has, take the (fairly simple)
- case of an assessment which has ten Yes/No questions. For example the
- assessment might use questions like "Is the chart correctly formatted?",
- "Is the calculated profit $100.66?", etc. Assume there are ten such
- questions. When the "Very Lax" setting is chosen, prefect
- agreement between the student's and teacher's assessment gives a grade of
- 100%, if there is only one question which does not match the grade is 90%,
- two disagreements give a grade of 80%, three
- disagreements 70%, etc.. That might seem very reasonable and you might be thinking
- why is this option called a "Very Lax" comparison. Well, consider
- the case of a student doing a completely random assessment where the
- answers of the ten questions are simply
- guessed. On average this would result in five of the ten questions being
- matched. So the "monkey's" assessment would get a grade of around
- 50%. The situation gets a little more sensible with the "Lax"
- option, then
- the random assessment gets around 20%. When the "Fair" option is
- chosen, random guessing will result in a zero grade most of the
- time. At this level, a grade of 50% is given when the two assessments agree
- on eight questions of the ten. If three questions are in disagreement then
- the grade given is 25%. When the option is set to "Strict" having
- two questions out of sync gives a grade of 40%. Moving into the "Very
- Strict" territory a disagreement in just two questions drops the grade to
- 35% and having a single question in disagreement gives a grade of 65%.</p>
-
-<p>This example is sightly artificial as most assessments usually have elements
- which have a range of values rather than just Yes or No. In those cases the
- comparison is likely to result in somewhat higher grades then the values
- indicated above. The various levels (Very Lax, Lax, Fair...) are given so
- that the teacher can fine tune the comparisons. If they feel that the grades
- being given for assessments are too low then this option should be moved
- towards the "Lax" or even "Very Lax" choices. And
- alternatively, if the grades for the student's assessments are, in general,
- felt to be too high this option should be moved to either the
- "Strict" or "Very Strict" choices. It is really a
- matter of trial and error with the best starting point being the
- "Fair" option.</p>
-
-<p>During the course of the workshop the teacher may feel that the grades given
- to the student assessments are either too high or too low. These grades are
- shown on the exercise's Administration Page. In this case, the teacher can
- change the setting of this option and re-calculate the student assessment
- grades (the "Grading Grades"). The re-calculation is done by
- clicking the "Re-grade Student Assessments" link found on the
- administration page of the workshop. This can be safely performed at any
- time in the workshop.</p>
-
+++ /dev/null
-<h1>Editing a Comment</h1>
-
-<p>As with other items there is a short period of time allowed when
- the text of comments can be amended. The comment is not shown
- on the assessment until this period has elapsed.
-</p>
+++ /dev/null
-<h1>Assignment Elements</h1>
-
-<p>For ease of grading, a Workshop Assignment should have a reasonable
- number of "Assessment Elements". Each element should cover
- a particular aspect of the assignment. Typically an assignment will have
- something between 5 to 15 elements for comments and grading, the
- actual number depending on the size and complexity of the assignment. A peer
- assignment with only one element is allowed and has a similar assessment
- strategy to the standard Moodle Assignment. </p>
-
-<p>The type of elements dependent of the assignment's grading strategy.</p>
-
-<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>
-
-
-<p><b>Accumulative Grading.</b> The elements have the following three features:</p>
-<ol>
-<li>The DESCRIPTION of the assessment element. This should clearly state what
- aspect of the assignment is being assessed. If the assessment is qualitative
- it is helpful to give details of what is considered excellent, average
- and poor.</li>
-
-<li>The SCALE of the assessment element. There are a number of predefined
- 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 chosen
- to fit the number of possible variations for that element. Note that the scale
- does NOT determine the element's importance when calculating the overall
- grade, a two point scale has the same "influence" as a 100 point
- scale if the respective elements have the same weight...</li>
-
-<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.</li>
-</ol>
-
-<p><b>Error Banded Grading.</b> The elements will normally describe certain items
- or aspects which must be present in the assignment. The assessment is made on the
- present or absence of these items or aspects. The teacher must all set of grade table which
- give the suggested grades when all the items are present, when one is absent, when two are
- absent, etc. If certain items are more important than others then those items can be given
- a weighting greater than one. Minor items can be given a weighting less than one. The
- overall "error count" is a weighted sum of the missing items. The assessor
- can always make a minor adjustment to these suggested grades.</p>
-
-<p><b>Criterion Grading.</b> The elements will give a set of "level" statements
-which can be used to rank the assignment. The statements may be cumulative or they may
-each be self contained. The assessor must decide which statement best fits each piece of
-work. The teacher must also relate each criterion statement with a suggested grade. These
-should normally be in order. The assessor can make a minor adjustment to these
-suggested grades.</p>
-
-<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 "level" 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>
\ No newline at end of file
+++ /dev/null
-<h1>The Final Grades</h1>
-
-<p>The table on this screen lists the final grades and their breakdown as shown to
- the students. If there are missing values in the table then it is possible to "go back"
- and add these. In fact, there are two adjustments which can be made to the Final Grades.</p>
-
-<ol>
-<li>If a teacher's grade needs to be added then the piece of work can be
- graded by going
- to the teacher's Management screen for assignment and clicking on the link "Student
- Submissions for Assessment". Any outstanding submissions can be graded. Once this has
- been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
- similar way any assessments which have not been graded can be graded from the Management
- screen.</li>
-<li>If it is desired to use a different weighting scheme then the assignment should be moved
- back to Phase 3 and link "Calculate Final Grades" can be clicked and the new
- weights entered. After the grades have been re-calculated the assignment should be moved
- to Phase 4 to make the new grades available.</li>
-</ol>
+++ /dev/null
-<h1>The Grade of the Submissions</h1>
-
-<p>This value determines the maximum grade which can be awarded to a <b>submission</b>.</p>
-
-<p>The overall grade for the workshop is the sum of the (average) grade of the student's
- assessments and the grade from their submission(s). Thus if the (maximum)
- grade for the student's assessments is set to 30 and the (maximum) grade for
- the submissions is 70 the (maximum) grade for the workshop is 100.</p>
-
-<p>This value can be changed at any time and the effect on the grades seen by
- the students (and the teacher) is immediate.</p>
+++ /dev/null
-<h1>Grading of Peer Assignments</h1>
-
-<p>For ease of grading a Peer Assignment is divided into a number of
- assessment "elements". Each element covers
- a particular aspect of the assignment. Depending on the type of assessment,
- for each element you should
-<ol>
-<li>Enter a Grade by clicking in the appropriate button or selecting an appropriate
- number from the drop down menu.</li>
-
-<li>Enter an explanation of why you gave that grade in the Feedback box. If
- you feel that the reason is obvious then leave the box empty. Note, however,
- that the teacher may look at your assessment and may well query a grade
- if there is no explanation.</li>
-</ol>
-
-<p>In other type of assessments, you are asked to determine if various items
- are present or absent, in others you are asked to choose which statement best
- fits the piece of work. In both of these assignments you can adjust the grade
- somewhat as you see fit.</p>
-
-<p>The last box on this form allows you to make a general comment on the
- work. This should justify your assessment. It should be polite and as far as
- possible constructive. Your assessment will be shown to the student who
- produced the piece of work.</p>
-
-<p>You have a limited period of time, typically half an hour, in which to
- change your mind and alter your grades or comments. Once that period
- is over the person whose work you are assessing is notified about the assessment.
- At that stage you can view your assessment but you cannot change it.
-
-</p>
+++ /dev/null
-<h1>Grading the Student Assessments</h1>
-
-<p>This screen is used to enter the teacher's grade for the assessment made
- by the student during the submission and assessment phase of the assignment. A relatively
- simple grading is used, the score out of 20. The teacher can decide what is
- being graded and the relative scores from the instructions given to the students
- before the assignment started. For example, at a higher level the students may be
- required to give critical comments, at an intermediate level the students may be
- required to point out strengths and weaknesses, and at a lower level the students
- may be simply pointing out errors and inaccuracies.</p>
-
-<p>If available the Teacher's own assessment is shown before that of the
- student so an easy comparison can be made. The teacher's own
- comments can act as a kind of benchmark.</p>
-
-<p>The grade for the assessment is
- saved by clicking on the appropriate button at the foot of the page. There is a
- chance to repeat the grading within the "editing" period. Once that
- time has elapsed the teacher's comment is made available to the student. The
- "grading grade", however, is not revealed to the student until the
- final grades are made available. (The reason for this is the likely confusion
- between the grade for the piece of work and the grade for the ASSESSMENT
- of that work, at an early stage of an assignment the distinction will not be
- clear to students.)</p>
+++ /dev/null
-<h1>Grade of Student Assessments</h1>
-
-<p>This is the maximum grade given to the assessments make by students of their
- own and/or other work. That is, the grade for their assessments. The actual
- grades for an assessment is calculated by the workshop module by comparing
- that assessment with the "best" assessment of the same submission. The
- "best" assessment is the one which is closest to the mean of all
- the assessments. (This is a "weighted" mean if the teacher's
- assessment are given a weight greater than one.) Note that if there is only
- one assessment of an submission, that single assessment is taken as the
- best. If there are two assessments of an submission, both are
- considered "best". Only when there are three or more assessments
- does the module start to make distinctions between the assessments.</p>
-
-<p>This grade is sometimes called the "grading grade" and is
- <i><b>not</b></i> the maximum grade given to the work, that grade is called
- "Grade for Submissions".</p>
-
-<p>A student's grade for the workshop is the sum of this grade and the grade
- for their submission(s). Thus if the (maximum) grade for the Student
- assessments is set at 20 and the (maximum) grade for submission is set to
- 80, then the (maximum) grade for the workshop is 100.</p>
-
-<p>This value can be changed at any time and the effect on the grades seen by
- the students (and the teacher) is immediate.</p>
-
+++ /dev/null
-<h1>Grading Strategy</h1>
-
-<p>A workshop assignment is quite flexible in the type of grading scheme used. This can be:</p>
-
-<ol>
-<li><b>No grading:</b> In this type of assignment the teacher is not
- interested in quantitative assessment from the students at all. The students
- make comments of the pieces of works but not grade them. The teacher,
- however, can, if desired, grade the student comments. These
- "grading grades" form the basis of the students' final grades.
- If the teacher does not grade the student assessments then the assignment
- does not have any final grades.</li>
-
-<li><b>Accumulative grading:</b> This is the default type of grading.
- In this type of assignment the grade of each
- assessment is made up of a number of "assessment elements".
- Each element should cover
- a particular aspect of the assignment. Typically an assignment will have
- something between 5 to 15 elements for comments and grading, the
- actual number depending on the size and complexity of the assignment. A peer
- assignment with only one element is allowed and has a similar assessment
- strategy to the standard Moodle Assignment.
-
-<p>Elements have the following three features:
-<ol>
-<li>The DESCRIPTION of the assessment element. This should clearly state what
- aspect of the assignment is being assessed. If the assessment is qualitative
- it is helpful to give details of what is considered excellent, average
- and poor.</li>
-
-<li>The SCALE of the assessment element. There are a number of predefined
- 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 chosen
- to fit the number of possible variations for that element. Note that the scale
- does NOT determine the element's importance when calculating the overall
- grade, a two point scale has the same "influence" as a 100 point
- scale if the respective elements have the same weight...</li>
-
-<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.</li>
-</ol></li>
-
-<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
- graded on a set of Yes/No scales. The grade is determined by the "Grade
- Table " which gives the relationship between the number of
- "errors" and the suggested grade. For example an assignment may have six
- significant items which should be present, the Grade Table will give suggested
- grades if all are present, one is absent, if two are absent, etc. The individual
- items can, if desired, be given weighting factors if some items are more important
- than others. The number of "errors" is a weighted sum of the items not
- present. By default each item is given a weight of one. The grading table is likely
- to be non-linear, for example
- the suggested 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>
-
-<li><b>Criteria Grading:</b> This is the simplest type of assessment to grade (although
- not necessarily the most straightforward to set up). The submissions are
- graded against a set of criteria statements. The assessor chooses which statement
- best fits the piece of work. The grade is determined by a "Criteria
- Table" which gives the suggested grade for each criterion. For example
- an assignment may be set up with, say, five criteria statements and the assessors
- must then choose one of the five statements for each of their assessments. As with
- the Banded assignment the assessor can adjust the suggested grade by up to
- 20% to give the final grade.</li>
-
-<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
- sets of criteria. Each set covering a particular "Category", 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. </li>
-</ol>
+++ /dev/null
-<h1>Grading of Student Submissions</h1>
-
-<p>In general, it is recommended that the teacher assesses a fair proportion of
- the work submitted by the students. The assessments are shown to the
- students and will provide important feedback on their work.</p>
-
-<p>The assessments from the teacher are used in two ways in the workshop
- module. Firstly, they are used in the calculations to determine
- the "grading grades", the grades given the student assessments.
- Secondly they are used in the calculation of the submission grades. These
- assessments can be given extra weight (the "Weight of Teacher
- Assessments" option), this weighting effects both the grading grade
- and the submission grade calculations. If it felt that the student
- assessments are too high (or too low), increasing this weighting factor
- should be considered as that will help stabilise the grades to a degree.
-</p>
+++ /dev/null
-<h1>Including Self in the Assignment</h1>
-
-<p>A peer graded assignment can optionally include the student's own work
- in the set of pieces each student is asked to grade. This will mean that if, say, the
- number of peer assessors is 5, then each student will be asked to grade 6
- pieces of work, one of them being their own work.</p>
-
-<p>If the number of peer assessors is set to zero and the include self option
- is turned on then the assignment becomes a self-graded assignment. This
- may or may not include the teacher's grading depending on whether that
- option is set or not.</p>
+++ /dev/null
-<h1>Include Teacher's Grade</h1>
-
-<p>This option allows the teacher's assessments of the submissions to be included
- as though they were peer assessments. If this option is set to YES then the teacher's
- assessments are in effect counted twice, firstly as the normal teacher's
- assessment and secondly by including them in the pool of peer assessments.
- The teacher might want to do this if (a) the number of peer assessments of
- each submission is low or (b) to try to stabilise the peer assessments when
- they appear to be either biased or unreliable.</p>
-
+++ /dev/null
-<h2>Workshop module</h2>
-<ul>
- <li><a href="help.php?module=workshop&file=addcommenttobank.html">Add Comment to Bank</a></li>
- <li><a href="help.php?module=workshop&file=agreeassessments.html">Agreement of Assessments</a></li>
- <li><a href="help.php?module=workshop&file=grading.html">A Graded Peer Assignment</a></li>
- <li><a href="help.php?module=workshop&file=addingacomment.html">Adding a Comment</a></li>
- <li><a href="help.php?module=workshop&file=analysisofassessments.html">Analysis of Assessments</a></li>
- <li><a href="help.php?module=workshop&file=anonymous.html">Anonymous Grading</a></li>
- <li><a href="help.php?module=workshop&file=assessmentofexamples.html">Assessment of Teacher's Examples</a></li>
- <li><a href="help.php?module=workshop&file=elements.html">Assignment Elements</a></li>
- <li><a href="help.php?module=workshop&file=comparisonofassessments.html">Comparison of Assessments</a></li>
- <li><a href="help.php?module=workshop&file=teachersgradings.html">Display of Teacher's Grades</a></li>
- <li><a href="help.php?module=workshop&file=editingacomment.html">Editing a Comment</a></li>
- <li><a href="help.php?module=workshop&file=assessmentend.html">End of assessments</a></li>
- <li><a href="help.php?module=workshop&file=submissionend.html">End of submissions</a></li>
- <li><a href="help.php?module=workshop&file=grading.html">Grading of Peer Assignments</a></li>
- <li><a href="help.php?module=workshop&file=gradingstrategy.html">Grading Strategy</a></li>
- <li><a href="help.php?module=workshop&file=gradinggrade.html">Grade of Student Assessments</a></li>
- <li><a href="help.php?module=workshop&file=gradingsubmissions.html">Grading of Student Submissions</a></li>
- <li><a href="help.php?module=workshop&file=gradingassessments.html">Grading the Student Assessments</a></li>
- <li><a href="help.php?module=workshop&file=showinggrades.html">Hiding the Display of Grades</a></li>
- <li><a href="help.php?module=workshop&file=includeteachersgrade.html">Include Teacher's Grade</a></li>
- <li><a href="help.php?module=workshop&file=includeself.html">Including Self in the Assignment</a></li>
- <li><a href="help.php?module=workshop&file=managing2.html">Managing a Workshop Assignment</a></li>
- <li><a href="help.php?module=workshop&file=nassessmentsofstudentsubmissions.html">Number of Assessments of Student submissions</a></li>
- <li><a href="help.php?module=workshop&file=nassessmentsofteachersexamples.html">Number of Assessments of Teacher's Examples</a></li>
- <li><a href="help.php?module=workshop&file=nattachments.html">Number of Attachment expected on Submissions</a></li>
- <li><a href="help.php?module=workshop&file=nelements.html">Number of Comments, Elements, Bands or Criteria</a></li>
- <li><a href="help.php?module=workshop&file=numberofassessors.html">Number of Peer Assessors</a></li>
- <li><a href="help.php?module=workshop&file=password.html">Passwords</a></li>
- <li><a href="help.php?module=workshop&file=assignmenttype.html">Peer Graded Assignment Type</a></li>
- <li><a href="help.php?module=workshop&file=regrading.html">Re-grading Student Assessments</a></li>
- <li><a href="help.php?module=workshop&file=releasegrades.html">Release Teacher Grades</a></li>
- <li><a href="help.php?module=workshop&file=resubmit.html">Resubmitting assignments</a></li>
- <li><a href="help.php?module=workshop&file=selfassessment.html">Self Assessment</a></li>
- <li><a href="help.php?module=workshop&file=specimen.html">Specimen Assessment Form</a></li>
- <li><a href="help.php?module=workshop&file=assessmentstart.html">Start of assessment</a></li>
- <li><a href="help.php?module=workshop&file=submissionstart.html">Start of submissions</a></li>
- <li><a href="help.php?module=workshop&file=submissionofexamples.html">Submission of Teacher's Examples</a></li>
- <li><a href="help.php?module=workshop&file=breakdownoffinalgrade.html">The Breakdown of the Final Grade</a></li>
- <li><a href="help.php?module=workshop&file=calculatingfinalgrade.html">The Calculation of the Final Grade</a></li>
- <li><a href="help.php?module=workshop&file=finalgrades.html">The Final Grades</a></li>
- <li><a href="help.php?module=workshop&file=grade.html">The Grade of the Submissions</a></li>
- <li><a href="help.php?module=workshop&file=leaguetable.html">The League Table of Submissions</a></li>
- <li><a href="help.php?module=workshop&file=overallocation.html">The Over Allocation Level</a></li>
- <li><a href="help.php?module=workshop&file=ungradedassessments.html">UnGraded Assessments</a></li>
- <li><a href="help.php?module=workshop&file=ungradedassessments_student.html">UnGraded Assessments (Student Submissions)</a></li>
- <li><a href="help.php?module=workshop&file=ungradedassessments_teacher.html">UnGraded Assessments (Teacher Submissions)</a></li>
- <li><a href="help.php?module=workshop&file=usepassword.html">Use Passwords</a></li>
- <li><a href="help.php?module=workshop&file=teacherweight.html">Weight of Teacher's Assessments</a></li>
-</ul>
+++ /dev/null
-<h1>The League Table of Submissions</h1>
-
-<p>The League Table lists the best submissions produced in the assignment. The number
- of entries can set to zero, a number between 1 and 20, 50 or 100. If set to
- zero then the League Table is <b>not</b> displayed. If it is set to a number between
- 1 and 20, 50 or 100 then that number of submissions are shown, for example, setting
- the number to 10 shows the top ten submissions.</p>
+++ /dev/null
-<h1>Managing a Workshop Assignment</h1>
-
-<p>A Workshop Assignment is more complex than an ordinary assignment.
- It involves a number of steps or phases. These are</p>
-
-<ol>
-<li><p><b>Set Up Assignment</b> The assessment of the assignment
- should be broken into a number of assessment ELEMENTS. This makes
- the grading of an assignment less arbitrary 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 will normally submit a
- small number of example pieces of work. These are practice pieces for the
- students to assess before preparing their own pieces of work. However,
- before the assignment is made available to students, these example
- pieces should be assessed by the teacher. This provides the teacher
- with specimen "answers" when reviewing the students' assessments
- of those examples (produced in the next phase).</p>
-
- <p>The submission of example pieces of work by the teacher is optional
- and for certain assignments may not be appropriate.</p></li>
-
-<li><p><b>Allow Student Submissions</b> The assignment is now opened
- to the students. If the teacher has set up example pieces of work, the students
- are required to assess a specified number of these. (The number of
- assessments is given when the assignment is created.) Once a student has
- made the required number of assessments they can then submit their own
- work. In the case of an assignment with no examples, the students are free
- to submit their own work without any delay.</p>
-
-<p>The advantage of leaving the assignment in the Submission phase is to allow
- a build up of submissions. When they are subsequently allocated, in the next
- two phases, there is better distribution of work. If the assignment is put
- straight into the "Allow Submissions and Assessments" phase from
- the "Set Up" phase (which is allowed) students who submit early
- will tend to have early submissions to assess and those students who submit
- late will tend to have late submissions to assess. Adding a "delay"
- before peer assessment starts will alleviate that problem to a large extent. </p>
-
- <p>When a student submits a piece of work the teacher can, if desired, assess that
- work. This assessment can be incorporated into the student's final grade. These
- assessments can take place in the submission and assessment phases of the
- assignment. Provided the teacher's assessments are made before the calculation
- of the final grades they can used in that calculation.</p></li>
-
-<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
- peer assessment, students who have submitted work are now shown other students'
- work to assess. Students who have not yet submitted work are allowed to submit
- their work (but they are <b>not</b> show other students' work to access).
- In this phase, submissions, re-submissions and assessments of submissions
- and re-submissions are allowed to take place together. </p>
-
- <p>The teacher may want to split the submission of work and its peer assessment
- into two distinct phases, waiting for all students to submit their work before
- going into the peer assessment phase. In that case this phase is not used at all,
- the assignment goes from "Allow Submissions" straight to "Allow
- Assessments". This allows the teacher to place a deadline on submissions,
- the assignment is moved into the "Allow Assessments" phase at that
- deadline.</p>
-
-<p>If the teacher, on the other hand, does not want such as clear cut division in
- the assignment, then the assignment uses this phase. When allowing submissions
- and assessments to occur together, the teacher should consider setting the
- Over Allocation Level to ONE (or possibly TWO) to allow the allocations
- to go smoothly (see the Admin page for more details). Note that doing this will
- result in some submissions being (peer) assessed more times and some less
- times than the majority of the submissions.</p>
-
- <p>When a student has made an assessment their peer can see that assessment. The
- student who submitted the work can comment on the assessment if that option
- was chosen for the assignment. The teacher can, if desired, grade these peer
- assessments and these scores can be taken forward towards the students' final
- grades (but that is not really necessary in many cases, see the Calculation of
- Final Grades phase).</p></li>
-
-<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
- students are not allowed to make any submissions, that includes re-submissions.
- Students who have not made a submission are told that submissions are no longer
- allowed and they are <b>not</b> shown any (peer) submissions to assess.</p>
-
- <p>The teacher can continue, if desired, to grade the peer assessments and
- these scores can be taken forward towards the students' final grades (but
- that is not really necessary in many cases, see the next phase).</p></li>
-
-<li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
- moves the assignment to the next phase where further assessments
- by students are not allowed. The teacher can, if wished, complete the grading of
- assessments made on the examples and the grading of the student submissions.
- They can also grade the peer assessments made by the students. This is <b>not</b>
- really necessary as, provided a reasonable number of assessments have been made on
- each submission, the "grading performance" of each student can be
- determined from the relative scores. </p>
-
- <p>When the grading has been completed, the teacher calculates the final grades
- of the students. These final grades are normally made up of three components,
- teacher's grade of the student's work, mean peer grade of the student's work
- and the student's grading performance. The last can include the mean "grading
- grade" entered by the teacher against a student's comments. These three
- components are given weights by the teacher before the calculation of the final
- grades takes place.</p></li>
-
-<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
- to allow the students to see their final grades. The teacher can, if desired, backtrack
- the assignment to allow some adjustment of, say, the weights used in the final grade
- calculation, the revised grades can then be shown to the students.</p>
-
- <p>The students (and the teacher) are also shown a "League Table"
- of the student submissions. These are listed in order of grade, the top submission
- is first. Here the grade given to the submission is a combination of the teacher's
- grade and the average of the peer grades (if they are available). The weighting
- used is that given during the previous phase.</p></li>
-</ol>
-
-<p>At any phase of the assignment the teacher can open the "Administration"
-page. This shows the current state of the assignment. It lists the Teacher's example
-submissions (if any), the students' assessments (of the teacher's examples, their own
-work, and of other students' submissions), and the submissions of the students.
-The teacher can use this page to assess and re-assess submissions, grade and
-re-grade assessments, delete submissions and assessments, and generally watch
-the progress of the assignment.</p>
-
+++ /dev/null
-<h1>Managing a Workshop Assignment</h1>
-
-<p>A Workshop Assignment is more complex than an ordinary assignment.
- It involves a number of steps or phases. These are</p>
-
-<ol>
-<li><p><b>Set Up Assignment</b> The assessment of the assignment
- should be broken into a number of assessment ELEMENTS. This makes
- the grading of an assignment less arbitrary 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 will normally submit a
- small number of example pieces of work. These are practice pieces for the
- students to assess before preparing their own pieces of work. However,
- before the assignment is made available to students, these example
- pieces should be assessed by the teacher. This provides the teacher
- with specimen "answers" when reviewing the students' assessments
- of those examples (produced in the next phase).</p>
-
- <p>The submission of example pieces of work by the teacher is optional
- and for certain assignments may not be appropriate.</p>
-
-<li><p><b>Allow Student Submissions</b> The assignment is now opened
- to the students. If the teacher has set up example pieces of work, the students
- are required to assess a specified number of these. (The number of
- assessments is given when the assignment is created.) Once a student has
- made the required number of assessments they can then submit their own
- work. In the case of an assignment with no examples, the students are free
- to submit their own work without any delay.</p>
-
-<p>The advantage of leaving the assignment in the Submission phase is to allow
- a build up of submissions. When they are subsequently allocated, in the next
- two phases, there is better distribution of work. If the assignment is put
- straight into the "Allow Submissions and Assessments" phase from
- the "Set Up" phase (which is allowed) students who submit early
- will tend to have early submissions to assess and those students who submit
- late will tend to have late submissions to assess. Adding a "delay"
- before peer assessment starts will alleviate that problem to a large extent. </p>
-
- <p>When a student submits a piece of work the teacher can, if desired, assess that
- work. This assessment can be incorporated into the student's final grade. These
- assessments can take place in the submission and assessment phases of the
- assignment.</p>
-
-<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
- peer assessment, students who have submitted work are now shown other students'
- work to assess. Students who have not yet submitted work are allowed to submit
- their work (but they are <b>not</b> shown other students' work to access).
- In this phase, submissions, re-submissions and assessments of submissions
- and re-submissions are allowed to take place together. </p>
-
- <p>The teacher may want to split the submission of work and its peer assessment
- into two distinct phases, waiting for all students to submit their work before
- going into the peer assessment phase. In that case this phase is not used at all,
- the assignment goes from "Allow Submissions" straight to "Allow
- Assessments". This allows the teacher to place a deadline on submissions,
- the assignment is moved into the "Allow Assessments" phase at that
- deadline.</p>
-
-<p>If the teacher, on the other hand, does not want such as clear cut division in
- the assignment, then the assignment uses this phase. When allowing submissions
- and assessments to occur together, the teacher should consider setting the
- Over Allocation Level to ONE (or possibly TWO) to allow the allocations
- to go smoothly (see the help page on that option for more details). Note
- that doing this will result in <b>some</b> submissions being (peer) assessed more
- times and some less times than the majority of the submissions.</p>
-
- <p>When a student has made an assessment their peer can see that assessment. The
- student who submitted the work can comment on the assessment if that option
- was chosen for the assignment. </p></li>
-
-<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
- students are not allowed to make any submissions, that includes re-submissions.
- Students who have not made a submission are told that submissions are no longer
- allowed and they are <b>not</b> shown any (peer) submissions to assess.</p></li>
-
-<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
- to allow the students to see their final grades in detail. The individual
- assessments which contribute to the final grade of each submission can be
- easily reviewed.</p>
-
-<p>The students (and the teacher) are shown an optional "League Table"
- of the student submissions. These are listed in order of grade, the top submission
- is first.</p></li>
-</ol>
-
-<p>At any phase of the assignment the teacher can open the
- "Administration" page. This shows the current state of the
- assignment. It lists the Teacher's example submissions (if any), the
- students' assessments (of the teacher's examples, their own work, and of
- other students' submissions), and the submissions of the students. The
- teacher can use this page to assess and re-assess submissions, delete
- submissions and assessments, and generally watch the progress of the
- assignment.</p>
-
+++ /dev/null
-<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/workshop/icon.gif" /> <b>Workshop</b></p>
-<div class="indent">
- A Workshop is a peer assessment activity with a huge array of options.
- It allows participants to assess each other's projects, as well as
- exemplar projects, in a number of ways. It also coordinates the
- collection and distribution of these assessments in a variety of ways.
- The Workshop module is contributed by Ray Kingdon.
-</div>
+++ /dev/null
-<h1>Number of Assessments of Student submissions</h1>
-
-<p>This number determines whether the students are asked to peer assess other
- students' work. If it is not zero then each student is offered that number
- of pieces of work from other students. After assessment the originator of
- the work can view the comments and possibly the grade given by their peer.
- (The peer assessment process may be iterative depending on the setting of
- "Agree Assessments" option.)
-</p>
+++ /dev/null
-<h1>Number of Assessments of Teacher's Examples</h1>
-
-<p>This number determines whether the students are asked to assess
- any example pieces of work before submitting their own work. If it is
- non-zero then each student must assess that number of example pieces
- of work. They cannot submit their own work until these assessments
- have been made.
-</p>
+++ /dev/null
-<h1>Number of Attachment expected on Submissions</h1>
-
-<p>The number entered here determines how many "upload boxes" are
- shown when the student submits a piece of work. The number can be zero,
- that is no attachments are allowed. If attachments are expected, the number
- is set to 1, 2, up to 5. Normally the number will be 0 or 1, but in some
- assignments the students may be asked to submit more than one attachment.</p>
-
-<p>If the number is set to 3, say, and the student only attaches two files to
- their submission, the two files are attached and there is <b>no</b> warning
- message. Thus, when submitting work (in a single operation) students can
- attach an arbitrary number of files to their submissions, up to the maximum
- number given by this option.</p>
-
-<p>Note this option does <b>not</b> set the maximum number of attachments a student
- can add to their submission. It just determines how many "upload
- boxes" are shown. The student is free to add more attachments to their
- submission by editing that submission. This would be unusual.</p>
-
-<p>The default value for this option is zero, that is no attachments are
- required.</p>
+++ /dev/null
-<h1>Number of Comments, Elements, Bands, Criteria or Rubrics</h1>
-
-<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>
-
-<p>All assessments have a General Comments field. For a "No
- Grading" assignment the value given here determines the
- number of additional comment areas. It can be specified as zero and results
- in the assessment having only a single General Comments area.</p>
+++ /dev/null
-<h1>The Over Allocation Level</h1>
-
-<p>This level determines whether the allocation of peer assessments to the class
-is balanced or not. Here the term "balanced" applies to the number
-of times each student submission is allocated for (peer) assessment. When the
-Over Allocation Level is set to ZERO, all the submissions are allocated the same
-number of times, that is, the allocation is balanced. When the Level is set to ONE
-then some of the submissions may be allocated once more than other allocations
-(and it follows from this that some of the submissions may be allocated once
-less than other allocations), that is the allocation is unbalanced. Similarly if the
-Level is set to TWO then a greater unbalance is allowed.</p>
-
-<p>Ideally all peer assessments should be balanced. However, the disadvantage
-is that some students will not have their full quota of submissions to assess
-until AFTER the last student has submitted their work. When the Over Allocation
-Level is set to ONE, then most students will find that they have their full
-"quota" of submissions to assess and they do <b>not</b> have to
-wait for late submissions. Waiting for late submissions should be even rarer
-when the level is set to TWO.</p>
-
-<p>So in a Workshop assignment where the number of peer assessments is
-set to 5, and there is no concerns that some of the submissions will be (peer)
-assessed 4 times, some 5 times and others 6 times, then the assignment
-will "flow" smoother and the students will not have to wait so
-long (if at all) for others to submit work if the Over Allocation Level is
-changed from its default value of ZERO and set to ONE.</p>
+++ /dev/null
-<h1>Passwords</h1>
-
-<p>This field sets the "access" password for this exercise. The
- password can be up to 10 characters long. The password can be reset at any
- time during the workshop. Whether students are asked for the password to
- enter the workshop is determined by the "Use Password" option.</p>
+++ /dev/null
-<h1>Re-grading Student Assessments</h1>
-
-<p>This link re-calculates the "Grading grades" of all the student
- assessments which have a corresponding teacher assessment. Normally it is
- <b>not</b> necessary to action this re-calculation. Student assessments
- are automatically graded after the teacher has assessed the relevant piece
- of work from the student.</p>
-
-<p>If, however, the Grading grades are felt to be too high or too low the
- teacher may wish to change the "Comparison of Assessments" option
- (by Updating the Exercise). The default value of this option is
- "Fair". If the grading grades are too high then setting the
- option to either "Strict" or "Very Strict" will reduce
- the grades. Or alternatively if the grades are too low, setting the option
- to " Lax" or "Very Lax" will increase the grades.</p>
-
-<p>If a change to the Grading grades is required the steps are:</p>
- <ol>
- <li>Update the Workshop with the new value of the Comparison of Assessments
- option;</li>
- <li>Go to the Workshop's Administration page and click on the
- "Re-grade Student Assessments" link.</li>
- </ol>
- <p>The new grades will be displayed. These process can be safely repeated.</p>
-
+++ /dev/null
-<h1>Release Teacher Grades</h1>
-
-<p>This date can be used to withhold the assessments (and grades) made by the
- teacher until the given date. By default the date is set to the workshop's
- creation date and time. If the date is not changed then the teacher's
- assessments are available to the students a short time after they are done
- (the short time is typically half an hour, the "maxeditingtime").
- Setting this option allows the teacher to withhold their own assessments
- until later in the assignment. For example if the teacher wishes to
- withhold their own assessments until the deadline date, then the Release
- date is set to the same date as the deadline.
-</p>
+++ /dev/null
-<h1>Resubmitting assignments</h1>
-
-<p>By default, students cannot resubmit assignments, they are allowed only one submission.</p>
-
-<p>If you turn this option on, then students will be allowed to submit more than one piece of work
- to this assignment. This may be useful if the teacher wants to encourage students to do better
- work by an iterative process.</p>
-
-<p>The assessment of submissions is allocated on the basis of the number of assessments a piece
- of work has had. Thus new submissions from a student are likely to be candidates for peer
- assessment. However, if a student resubmits a number of pieces of work in quick succession then
- they are all equally likely to be assessed. The assignment does NOT give priority to the newest
- submission.</p>
-
-<p>The student's final grade is based on their overall "grading grade"
- and the submission with the highest grade.</p>
+++ /dev/null
-<h1>Self Assessment</h1>
-
-<p>A workshop assignment can optionally include the student's own work
- in the set of pieces each student is asked to assess. This will mean that if, say, the
- number of student pieces of work each student has to assess is set at 5, then
- each student will be asked to assess 6 pieces of work, one of them being their own work.</p>
-
-<p>If the number of student pieces of work is set to zero and the self assessment option
- is turned on then the assignment becomes a self-graded assignment. </p>
\ No newline at end of file
+++ /dev/null
-<h1>Hide Grades before Agreement</h1>
-
-<p>This option can be used in a workshop assignment where there
- must be agreement between the students on each assessment.
- The default value is to show the student whose work is being
- assessed both the comments and the grades in the peer assessments. This
- may lead to more disputes than when the option is turned on and the
- assessments are shown without the grades. </p>
-
-<p>If the option is taken to hide grades in the peer assessments the
- grades are revealed once agreement has been reached. This agreement
- will, of course, have been made only on the comments. If these comments
- do not reasonably match the grades then the student whose work is being
- assessed may well appeal to the teacher.
-</p>
+++ /dev/null
-<h1>Specimen Assessment Form</h1>
-
-<p>This page shows the details of the actual form used to grade
- your assignment. It will be used by the teacher to grade your work. Further,
- in a peer graded assignment, the same form will be used by yourself and
- your fellow students to grade the submitted pieces of 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 the teacher and possibly by you
- during this assignment.</p>
+++ /dev/null
-<h1>End of submissions</h1>
-
+++ /dev/null
-<h1>Submission of Teacher's Examples</h1>
-
-<p>If the students are required to assess some example pieces of work
- before submitting their own work, the teacher uses this link to submit
- that work. The teacher can submit any number of pieces of work. If the
- number of pieces of work is greater than the number of example
- assessments each student must make, then the work is allocated in a
- random but balanced fashion. The system tries to assure that each of
- the examples is allocated to the students the same number of times.
- The allocation is random in that if, say, ten examples are submitted then
- it is highly unlikely that the first student is allocated submissions
- 1, 2 and 3 to assess.</p>
-
-<p>If the teacher submits a fewer number of examples than given
- in the corresponding parameter of the assignment, the students
- are given just those examples to assess.</p>
-
-<p>After the teacher has submitted the examples it is important for the
- teacher to assess these examples. The assessments by the teacher are used
- internally when the students assess these examples. The closer the teacher
- and the student are the higher the "grading grade" awarded to the
- student. The assessments made by the teacher are private to the teacher,
- they are NOT show to the students at any stage during the assignment. The
- grades awarded to the students for these assessments are, however,
- displayed to the students. Once graded, the students are given an
- opportunity to re-assess the example if they to get a better grading grade.
- </p>
-
-<p>The examples and their assessments can be viewed and revised from the
- Administration page of the workshop.
-</p>
+++ /dev/null
-<h1>Start of submissions</h1>
-
+++ /dev/null
-<h1>Weight of Teacher's Assessments</h1>
-
-<p>This option, usually set at 1, can be used to either "switch off"
- any assessments made by the teacher, to give them an equal weight as the
- student assessments, or give them more weight than the student assessments.</p>
-
-<p>The normal value for this option is 1. This gives the teacher's assessments
- the same weight as student assessments.</p>
-
-<p>There may arise circumstances when it is felt that the students are consistently
- "over grading" assessments, that is giving their peers too high a
- grade. The opposite may happen when the peer grading is too low (but that is
- more unusual). The poor grading by the students can be compensated, to a
- degree, by increasing the value of this option. Setting the value to 5, for
- example, means that if there are 5 student assessments of each submission,
- say, then the teacher's assessment has the same weight (in dropping suspect
- assessments and in determining the grade)
- as all 5 of the student assessments. Further in the analysis of assessments,
- student assessments which do not agree with that of the teacher are more
- likely to be dropped when this option is greater than one. The remaining
- assessments are closer to the teacher's grade thus giving even more weight
- to the teacher's assessment.</p>
-
-<p>This option can be changed at any time during the assignment.</p>
-
+++ /dev/null
-<h1>UnGraded Assessments</h1>
-
-<p>In general, the assessments made by students are given a (small) proportion
- of marks which count towards their final grade. The grading of these
- assessments (and those made by the teacher) is done in the background by
- the workshop module. Provided a submission is assessed
- three or more times, the module can make a reasonable estimate of each
- assessment's "worth". (For submissions which have been assessed
- only once or twice, these assessments are given the maximum "grading
- grade".) As this grading process is done at regular intervals, the
- number of ungraded assessments will normally be zero. (Note that in
- Workshops where assessments have to be agreed, assessments which have not
- been agreed are also likely to be ungraded. So in this type of workshop
- the number of ungraded assessments is likely to be non-zero but the number
- should decrease as assessments are agreed.)</p>
-
-<p>The function of this link is to force a re-calculation of the grading grades,
- the grades given to assessments. The teacher may want to do this when either
- of these two options is changed:</p>
-<ol>
- <li>The option "Comparison of Assessments";</li>
- <li>The weighting given to the teacher's assessments.</li>
-</ol>
- <p>Clicking on this link will immediately bring the grading grades up-to-date,
- reflecting the current values given to these parameters. Changes to other
- the settings of the workshop, such as the value for the grading grade
- itself, do <b>not</b> require this re-calculation to be performed.</p>
-
+++ /dev/null
-<h1>UnGraded Assessments (Student Submissions)</h1>
-
-<p><b>Assessment of Student Submissions</b> These are the peer assessments
- made by students on each other's work. In general, these assessments do NOT
- have to be graded by the teacher. Provided each of the student submissions is
- assessed about five times, the system can make a reasonable judgement on
- the individual assessment performance of the students. When the number of
- peer assessments is low then the teacher may want to grade these
- assessments. Any grades given to the assessments can be taken into account
- when calculating the final grades for the students.</p>
\ No newline at end of file
+++ /dev/null
-<h1>UnGraded Assessments (Teacher Submissions)</h1>
-
-<p><b>Assessments of Teacher Submissions</b> These are assessments of
- the example pieces of work which the assignment may require the students
- to make before they can submit their own work. These assessments should,
- in general, be graded by the teacher. The assessments will show whether the
- student understand the assignment and will provide possibly useful feedback
- to the teacher on whether any remedial action or fine tuning of the
- assignment is necessary. Further, if an assessment is graded the teacher's
- comments are made available to the student. These may provide valuable
- guidance to the student in the preparation of their own piece of work for
- the assignment. </p>
-
-<p>These assessments do not have to be graded. Leaving a student's
- assessment of the examples ungraded when NOT stop that student from
- submitting their own work. It is recommended, however, that all least a
- sample of the assessments are graded for the reasons mentioned above.</p>
+++ /dev/null
-<h1>Use Passwords</h1>
-
+++ /dev/null
-<?PHP // $Id$
- // workshop.php - created with Moodle 1.7 beta + (2006101003)
-
-
-$string['absent'] = 'Absent';
-$string['accumulative'] = 'Accumulative';
-$string['action'] = 'Action';
-$string['addacomment'] = 'Add a Comment';
-$string['addcomment'] = 'Add Comment';
-$string['afterdeadline'] = 'After Deadline: $a';
-$string['ago'] = '$a ago';
-$string['agrade'] = 'Assmnt<br />Grade';
-$string['agreetothisassessment'] = 'Agree to this Assessment';
-$string['allgradeshaveamaximumof'] = 'All Grades have a Maximum of: $a';
-$string['allowresubmit'] = 'Allow Resubmissions';
-$string['allsubmissions'] = 'All submissions';
-$string['alreadyinphase'] = 'Already in Phase $a';
-$string['amendassessmentelements'] = 'Amend Assessment Elements';
-$string['amendtitle'] = 'Amend Title';
-$string['analysis'] = 'Analysis';
-$string['analysisofassessments'] = 'Analysis of Assessments';
-$string['assess'] = 'Assess';
-$string['assessedon'] = 'Assessed on $a';
-$string['assessment'] = 'Assessment';
-$string['assessmentby'] = 'Assessment by $a';
-$string['assessmentdropped'] = 'Assessment Dropped';
-$string['assessmentend'] = 'End of assessments';
-$string['assessmentendevent'] = 'End of assessments for $a';
-$string['assessmentgrade'] = 'Assessment Grade: $a';
-$string['assessmentnotyetagreed'] = 'Assessment not yet agreed';
-$string['assessmentnotyetgraded'] = 'Assessment not yet graded';
-$string['assessmentof'] = 'Assessment of $a';
-$string['assessmentofresubmission'] = 'This is an Assessment of a revised piece of the work. <br />The form here has been filled with your previous grades and comments. <br />Please amend these after looking at the revised work.';
-$string['assessmentofthissubmission'] = 'Assessment of this submission';
-$string['assessments'] = 'Assessments';
-$string['assessmentsareok'] = 'Assessments are OK';
-$string['assessmentsby'] = 'Assessments by $a';
-$string['assessmentsdone'] = 'Assessments Done';
-$string['assessmentsexcluded'] = 'Number of Assessments excluded for this $a';
-$string['assessmentsmustbeagreed'] = 'Assessments must be agreed';
-$string['assessmentstart'] = 'Start of assessments';
-$string['assessmentstartevent'] = 'Start of assessments for $a';
-$string['assessmentwasagreedon'] = 'Assessment was agreed on $a';
-$string['assessor'] = 'Assessor';
-$string['assessthisassessment'] = 'Grade this assessment';
-$string['assessthissubmission'] = 'Assess this submission';
-$string['assignmentnotinthecorrectphase'] = 'Assignment not in the Correct Phase';
-$string['assmnts'] = 'Assessments';
-$string['attachment'] = 'Attachment';
-$string['attachments'] = 'Attachments';
-$string['authorofsubmission'] = 'Author of Submission';
-$string['automaticgradeforassessment'] = 'Automatic grade for assessment';
-$string['averageerror'] = 'Average Error';
-$string['awaitinggradingbyteacher'] = 'Awaiting Grading by $a';
-$string['beforedeadline'] = 'Before Deadline: $a';
-$string['by'] = 'submitted by';
-$string['calculationoffinalgrades'] = 'Calculation of Final Grades';
-$string['clearlateflag'] = 'Clear Late Flag';
-$string['closeassignment'] = 'Close Assignment';
-$string['comment'] = 'Comment';
-$string['commentbank'] = 'Comment Bank';
-$string['commentby'] = 'Comment by';
-$string['comparisonofassessments'] = 'Comparison of Assessments';
-$string['confirmdeletionofthisitem'] = 'Confirm Deletion of this $a';
-$string['correct'] = 'Correct';
-$string['count'] = 'Count';
-$string['criterion'] = 'Criterion';
-$string['currentphase'] = 'Current phase';
-$string['date'] = 'Date';
-$string['datestr'] = '%%d/%%m/%%y<br />%%H:%%M';
-$string['deadline'] = 'Deadline for submission';
-$string['deadlineis'] = 'The Deadline for submission is $a';
-$string['delete'] = 'Delete';
-$string['deleting'] = 'Deleting';
-$string['description'] = 'Description';
-$string['detailsofassessment'] = 'Details of Assessment';
-$string['disagreewiththisassessment'] = 'Disagree with this Assessment';
-$string['displayofcurrentgrades'] = 'Display of Current Grades';
-$string['displayoffinalgrades'] = 'Display of Final Grades';
-$string['displayofgrades'] = 'Display of Grades';
-$string['dontshowgrades'] = 'Don\'t Show Grades';
-$string['edit'] = 'Edit';
-$string['editacomment'] = 'Edit a Comment';
-$string['editingassessmentelements'] = 'Editing Assessment Elements';
-$string['editsubmission'] = 'Edit Submission';
-$string['element'] = 'Element';
-$string['elementweight'] = 'Element Weight';
-$string['enterpassword'] = 'Enter Password';
-$string['errorbanded'] = 'Error Banded';
-$string['errortable'] = 'Error Table';
-$string['examplesubmissions'] = 'Example Submissions';
-$string['excellent'] = 'Excellent';
-$string['excludingdroppedassessments'] = 'excluding dropped Assessments';
-$string['expectederror'] = 'Expected Error Value if guessing: $a';
-$string['fair'] = 'Fair';
-$string['feedbackgoeshere'] = 'Feedback goes here';
-$string['firstname'] = 'First name';
-$string['generalcomment'] = 'General comment';
-$string['good'] = 'Good';
-$string['grade'] = 'Grade';
-$string['gradeassessment'] = 'Grade Assessment';
-$string['graded'] = 'Graded';
-$string['gradedbyteacher'] = 'Graded by $a';
-$string['gradeforassessments'] = 'Grade for Assessments';
-$string['gradeforbias'] = 'Grade for Bias';
-$string['gradeforreliability'] = 'Grade for Reliability';
-$string['gradeforstudentsassessment'] = 'Grade for Student\'s Assessment';
-$string['gradeforsubmission'] = 'Grade for Submission';
-$string['gradegiventoassessment'] = 'Grade given to Assessment';
-$string['gradeofsubmission'] = 'Grade of Submission: $a';
-$string['grades'] = 'Grades';
-$string['gradesforassessmentsare'] = 'Grades for Assessments are out of $a';
-$string['gradesforstudentsassessment'] = 'Grades for $a\'s Assessment';
-$string['gradesforsubmissionsare'] = 'Grades for Submissions are out of $a';
-$string['gradetable'] = 'Grade Table';
-$string['gradingallassessments'] = 'Grading all Assessments';
-$string['gradinggrade'] = 'Grading Grade';
-$string['gradingstrategy'] = 'Grading Strategy';
-$string['hidegradesbeforeagreement'] = 'Hide Grades before Agreement';
-$string['hidenamesfromstudents'] = 'Hide Names from $a';
-$string['includeteachersgrade'] = 'Include Teacher\'s Grade';
-$string['incorrect'] = 'Incorrect';
-$string['info'] = 'Info';
-$string['invaliddates'] = 'The dates you have entered are not possible.<br />Use the browser\'s Back button to return to the form and correct the dates.';
-$string['iteration'] = 'Iteration $a completed';
-$string['lastname'] = 'Surname';
-$string['lax'] = 'Lax';
-$string['leaguetable'] = 'League Table of Submitted Work';
-$string['listassessments'] = 'List Assessments';
-$string['listofallsubmissions'] = 'List of all Submissions';
-$string['liststudentsassessments'] = 'List Student\'s Assessments';
-$string['loadingforteacherassessments'] = 'Loading for $a Assessments';
-$string['mail1'] = 'Your assignment \'$a\' has been assessed by';
-$string['mail10'] = 'You can assess it in your workshop assignment';
-$string['mail2'] = 'The comments and grade can be seen in the Workshop Assignment \'$a\'.';
-$string['mail3'] = 'You can see it in your Workshop Assignment';
-$string['mail4'] = 'A comment has been added to the assignment \'$a\' by';
-$string['mail5'] = 'The new comment can be seen in the Workshop Assignment \'$a\'.';
-$string['mail6'] = 'Your assessment of the assignment \'$a\' has been reviewed.';
-$string['mail7'] = 'The comments given by the $a can be seen in the Workshop Assignment';
-$string['mail8'] = 'The assignment $a is a revised piece of work.';
-$string['mail9'] = 'Please assess it in the workshop assignment \'$a\'.';
-$string['managingassignment'] = 'Managing the Workshop';
-$string['maximum'] = 'Maximum';
-$string['maximumsize'] = 'Maximum Size';
-$string['mean'] = 'Mean';
-$string['minimum'] = 'Minimum';
-$string['modulename'] = 'Workshop';
-$string['modulenameplural'] = 'Workshops';
-$string['movingtophase'] = 'Moving to Phase $a';
-$string['namesnotshowntostudents'] = 'Names not shown to $a';
-$string['newassessments'] = 'New Assessments';
-$string['newattachment'] = 'New Attachment';
-$string['newgradings'] = 'New Gradings';
-$string['newsubmissions'] = 'New Submissions';
-$string['noassessments'] = 'No Assessments';
-$string['noassessmentsdone'] = 'No Assessments Done';
-$string['noattachments'] = 'No Attachments';
-$string['nosubmission'] = 'No Submission';
-$string['nosubmissionsavailableforassessment'] = 'No Submissions available for assessment';
-$string['notallowed'] = 'You are not allowed on this page at this time';
-$string['notavailable'] = 'Not Available';
-$string['notenoughexamplessubmitted'] = 'Not enough Examples submitted.';
-$string['noteonassessmentelements'] = 'Note that grading is broken down into a number of \'Assessment Elements\'.<br />
- This makes the grading easier and more consistent. As teacher you must add these <br />
- Elements before making the assignment available to students. This is done by<br />
- clicking on the assignment in the course, if no elements are present you will be asked<br />
- to add them. You can change the number of elements using the Edit Assignment screen,<br />
- the elements themselves can be amended from the "Managing Assessment" screen.';
-$string['noteonstudentassessments'] = '{Grade from Student / Grading Grade for Assessment}';
-$string['notgraded'] = 'Not Graded';
-$string['notitle'] = 'No Title';
-$string['notitlegiven'] = 'No Title Given';
-$string['notsubmittedyet'] = 'No submission has been made yet';
-$string['nowork'] = 'The submission period has now ended.<br />You have submitted no work.';
-$string['numberofassessmentelements'] = 'Number of Comments, Assessment Elements, Grade Bands, Criterion Statements or Categories in a Rubric';
-$string['numberofassessments'] = 'Number of Assessments';
-$string['numberofassessmentschanged'] = 'Number of Assessments Changed: $a';
-$string['numberofassessmentsdropped'] = 'Number of Assessments dropped: $a';
-$string['numberofassessmentsofstudentsubmissions'] = 'Number of Assessments of Student Submissions';
-$string['numberofassessmentsofteachersexamples'] = 'Number of Assessments of Examples from Teacher';
-$string['numberofassessmentsweighted'] = 'Number of Assessments (weighted): $a';
-$string['numberofattachments'] = 'Number of Attachments expected on Submissions';
-$string['numberofentries'] = 'Number of Entries';
-$string['numberofnegativeresponses'] = 'Number of Negative Responses';
-$string['numberofsubmissions'] = 'Number of Submissions: $a';
-$string['ograde'] = 'Total<br />Grade';
-$string['on'] = 'on $a';
-$string['openassignment'] = 'Open Assignment';
-$string['optionaladjustment'] = 'Optional Adjustment';
-$string['optionforpeergrade'] = 'Option for Peer Grade';
-$string['optionsusedinanalysis'] = 'Options used in Analysis';
-$string['overallgrade'] = 'Overall Grade';
-$string['overallocation'] = 'Over Allocation';
-$string['overallpeergrade'] = 'Overall Peer Grade: $a';
-$string['overallteachergrade'] = 'Overall Teacher Grade: $a';
-$string['ownwork'] = 'Own Work';
-$string['passmnts'] = 'Peer<br />Assessments';
-$string['passwordprotectedworkshop'] = 'Password Protected Workshop';
-$string['percentageofassessments'] = 'Percentage of Assessments to Drop';
-$string['phase'] = 'Phase';
-$string['phase0'] = 'Inactive';
-$string['phase0short'] = 'Inactive';
-$string['phase1'] = 'Set Up Assignment';
-$string['phase1short'] = 'Set Up';
-$string['phase2'] = 'Allow $a Submissions';
-$string['phase2short'] = 'Submissions';
-$string['phase3'] = 'Allow $a Submissions and Assessments';
-$string['phase3short'] = 'Both';
-$string['phase4'] = 'Allow $a Assessments';
-$string['phase4short'] = 'Assessments';
-$string['phase5'] = 'Show Final Grades';
-$string['phase5short'] = 'Show Grades';
-$string['pleaseassesstheseexamplesfromtheteacher'] = 'Please assess these Examples from the $a';
-$string['pleaseassessthesestudentsubmissions'] = 'Please assess these $a Submissions';
-$string['pleaseassessyoursubmissions'] = 'Please assess your Submission(s)';
-$string['poor'] = 'Poor';
-$string['present'] = 'Present';
-$string['reasonforadjustment'] = 'Reason for Adjustment';
-$string['reassess'] = 'Re-assess';
-$string['regradestudentassessments'] = 'Re-grade Student Assessments';
-$string['releaseteachergrades'] = 'Release Teacher Grades';
-$string['removeallattachments'] = 'Remove All Attachments';
-$string['repeatanalysis'] = 'Repeat Analysis';
-$string['reply'] = 'Reply';
-$string['returnto'] = 'Return to';
-$string['returntosubmissionpage'] = 'Return to Submission Page';
-$string['rubric'] = 'Rubric';
-$string['savedok'] = 'Saved OK';
-$string['saveleaguetableoptions'] = 'Save League Table Options';
-$string['savemyassessment'] = 'Save my Assessment';
-$string['savemycomment'] = 'Save my Comment';
-$string['savemygrading'] = 'Save my Grading';
-$string['savemysubmission'] = 'Save my Submission';
-$string['saveoverallocation'] = 'Save Over Allocation Level';
-$string['scale10'] = 'Score out of 10';
-$string['scale100'] = 'Score out of 100';
-$string['scale20'] = 'Score out of 20';
-$string['scalecorrect'] = '2 point Correct/Incorrect scale';
-$string['scaleexcellent4'] = '4 point Excellent/Very Poor scale';
-$string['scaleexcellent5'] = '5 point Excellent/Very Poor scale';
-$string['scaleexcellent7'] = '7 point Excellent/Very Poor scale';
-$string['scalegood3'] = '3 point Good/Poor scale';
-$string['scalepresent'] = '2 point Present/Absent scale';
-$string['scaleyes'] = '2 point Yes/No scale';
-$string['select'] = 'Select';
-$string['selfassessment'] = 'Self Assessment';
-$string['sgrade'] = 'Sbmsn<br />Grade';
-$string['showdescription'] = 'Show Workshop Description';
-$string['showgrades'] = 'Show Grades';
-$string['showsubmission'] = 'Show Submission: $a';
-$string['specimenassessmentform'] = 'Specimen Assessment Form';
-$string['standarddeviation'] = 'Standard Deviation';
-$string['standarddeviationnote'] = 'Elements with standard deviations of zero or very small values can distort the analysis.<br /> This Element has been excluded from the analysis.';
-$string['standarddeviationofelement'] = 'Standard deviation of Element $a:';
-$string['strict'] = 'Strict';
-$string['studentassessments'] = '$a Assessments';
-$string['studentgrades'] = '$a Grades';
-$string['studentsubmissions'] = '$a Submissions';
-$string['studentsubmissionsforassessment'] = '$a Student Submissions for Assessment';
-$string['submission'] = 'Submission';
-$string['submissionend'] = 'End of submissions';
-$string['submissionendevent'] = 'End of submissions for $a';
-$string['submissions'] = 'Submissions';
-$string['submissionsnolongerallowed'] = 'Submissions no longer allowed';
-$string['submissionstart'] = 'Start of submissions';
-$string['submissionstartevent'] = 'Start of submissions for $a';
-$string['submissionsused'] = '$a Submissions used in this table';
-$string['submitassignment'] = 'Submit Assignment';
-$string['submitassignmentusingform'] = 'Submit your Assignment using this Form';
-$string['submitexample'] = 'Submit Example';
-$string['submitexampleassignment'] = 'Submit Example Assignment';
-$string['submitrevisedassignment'] = 'Submit your Revised Assignment using this Form';
-$string['submitted'] = 'Submitted';
-$string['submittedby'] = 'Submitted by';
-$string['suggestedgrade'] = 'Suggested Grade';
-$string['tassmnt'] = 'Teacher<br />Assessment';
-$string['teacherassessments'] = '$a Assessments';
-$string['teachergradeforassessment'] = '$a grade for assessment';
-$string['teacherscomment'] = 'Teacher\'s Comment';
-$string['teachersgrade'] = 'Teacher\'s Grade';
-$string['teachersubmissionsforassessment'] = '$a Teacher Submissions for Assessment';
-$string['thegradeforthisassessmentis'] = 'The grade for this assessment is $a';
-$string['thegradeis'] = 'The Grade is $a';
-$string['theseasessmentsaregradedbytheteacher'] = 'These Assessments are graded by the $a';
-$string['thisisadroppedassessment'] = 'This is a dropped Assessment.';
-$string['timeassessed'] = 'Time Assessed';
-$string['title'] = 'Submission Title';
-$string['typeofscale'] = 'Type of Scale';
-$string['unassessed'] = '$a Unassessed';
-$string['ungradedassessments'] = '$a Ungraded Assessments';
-$string['ungradedassessmentsofstudentsubmissions'] = '$a Ungraded Assessments of Student Submissions';
-$string['ungradedassessmentsofteachersubmissions'] = '$a Ungraded Assessments of Teacher Submissions';
-$string['uploadsuccess'] = 'Upload Successful';
-$string['usepassword'] = 'Use Password';
-$string['verylax'] = 'Very Lax';
-$string['verypoor'] = 'Very Poor';
-$string['verystrict'] = 'Very Strict';
-$string['view'] = 'View';
-$string['viewassessment'] = 'View Assessment';
-$string['viewassessmentofteacher'] = 'View Assessment of $a';
-$string['viewotherassessments'] = 'View other Assessments';
-$string['warningonamendingelements'] = 'WARNING: There are submitted assessments. <br />Do NOT change the number
- of elements, the scale types or the element weights.';
-$string['weight'] = 'Weight';
-$string['weightederrorcount'] = 'Weighted Error Count: $a';
-$string['weightforbias'] = 'Weight for Bias';
-$string['weightforgradingofassessments'] = 'Weight for Grading of Assessments';
-$string['weightforpeerassessments'] = 'Weight for Peer Assessments';
-$string['weightforreliability'] = 'Weight for Reliability';
-$string['weightforteacherassessments'] = 'Weight for Teacher Assessments';
-$string['weights'] = 'Weights';
-$string['weightsusedforfinalgrade'] = 'Weights used for Final Grade';
-$string['weightsusedforsubmissions'] = 'Weights used for Submissions';
-$string['workshop:manage'] = 'Manage settings';
-$string['workshop:participate'] = 'Participate in workshop';
-$string['workshopagreedassessments'] = 'Workshop Agreed Assessments';
-$string['workshopassessments'] = 'Workshop Assessments';
-$string['workshopcomments'] = 'Workshop Comments';
-$string['workshopfeedback'] = 'Workshop Feedback';
-$string['workshopsubmissions'] = 'Workshop Submissions';
-$string['wrongpassword'] = 'Incorrect password for this Workshop';
-$string['yourassessments'] = 'Your assessments of work by your peers';
-$string['yourassessmentsofexamplesfromtheteacher'] = 'Your Assessments of Examples from the $a';
-$string['yourfeedbackgoeshere'] = 'Your Feedback goes Here';
-$string['yoursubmissions'] = 'Your Submissions';
-
-?>
projects / moodle.git / commitdiff