+++ /dev/null
-<p align="center"><b>Using Chat</b></p>\r
-\r
-<p>The chat module contains some features to make chatting a little nicer.</p>\r
-\r
-<dl>\r
-<dt><b>Smilies</b></dt>\r
-<dd>Any smiley faces (emoticons) that you can type elsewhere in Moodle \r
- can also be typed in here and they will be displayed correctly. For example, :-) = <img src="pix/s/smiley.gif"> </dd>\r
- \r
-<dt><b>Links</b></dt>\r
-<dd>Internet addresses will be turned into links automatically.</dd>\r
- \r
-<dt><b>Emoting</b></dt>\r
-<dd>You can start a line with "/me" or ":" to emote. For example, if your name is Kim and you\r
- type ":laughs!" or "/me laughs!" then everyone will see "Kim laughs!"</dd>\r
-\r
-<dt><b>Beeps</b></dt>\r
-<dd>You can send a sound to other people by hitting the "beep" link next to their name. A useful\r
- shortcut to beep all the people in the chat at once is to type "beep all".</dd>\r
-\r
-<dt><b>HTML</b></dt>\r
-<dd>If you know some HTML code, you can use it in your text to do things like insert images, \r
- play sounds or create different coloured and sized text.</dd>\r
-\r
-</dl>\r
-\r
+++ /dev/null
-<p>Chat module</p>\r
-<ul>\r
- <li><a href="help.php?module=chat&file=chatting.html">Using Chat</a>\r
-</ul>\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/chat/icon.gif"> <B>Chats</B></P>\r
-<UL>\r
-<P>The Chat module allows participants to have a real-time synchronous \r
- discussion via the web. This is a useful way to get a different \r
- understanding of each other and the topic being discussed - the mode\r
- of using a chat room is quite different from the asynchronous forums. \r
- The Chat module contains a number of features for managing and \r
- reviewing chat discussions.</P>\r
-</UL>\r
+++ /dev/null
-<p>Choices</p>\r
-<ul>\r
- <li><a href="help.php?module=choice&file=options.html">Options</a>\r
-</ul>\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/choice/icon.gif"> <B>Choices</B></P>\r
-<UL>\r
-<P>A choice activity is very simple - the teacher asks a question and specifies a \r
- choice of multiple responses. It can be useful as a quick poll to \r
- stimulate thinking about a topic; to allow the class to vote on \r
- a direction for the course; or to gather research consent.\r
-</UL>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Choice options</B></P>\r
-\r
-<P>Here is where you specify the options that participants \r
- have to choose from.\r
-\r
-<P>You can fill in any number of these: it's OK to leave some blank \r
- if you don't need the full 6 options.\r
+++ /dev/null
-<P ALIGN=CENTER><B>Using Smilies (emoticons)</B></P>
-
-<table border="1" align="center">
- <tr valign="top">
- <td>
- <table border="0" align="center" cellpadding="5">
- <tr>
- <td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>
- <td>smile</td>
- <td><font face="courier">:-)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>
- <td>big grin</td>
- <td><font face="courier">:-D</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>
- <td>wink</td>
- <td><font face="courier">;-)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>
- <td>mixed</td>
- <td><font face="courier">:-/</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>
- <td>thoughtful</td>
- <td><font face="courier">V-.</font></td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>
- <td>tongue out</td>
- <td><font face="courier">:-P</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>
- <td>cool</td>
- <td><font face="courier">B-)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>
- <td>approve</td>
- <td><font face="courier">^-)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>
- <td>wide eyes</td>
- <td><font face="courier">8-)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>
- <td>surprise</td>
- <td><font face="courier">8-o</td>
- </tr>
- </table>
- </td>
- <td>
- <table border="0" align="center" cellpadding="5">
- <tr>
- <td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>
- <td>sad</td>
- <td><font face="courier">:-(</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>
- <td>shy</td>
- <td><font face="courier">8-.</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>
- <td>blush</td>
- <td><font face="courier">:-I</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>
- <td>kisses</td>
- <td><font face="courier">:-X</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>
- <td>clown</td>
- <td><font face="courier">:o)</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>
- <td>black eye</td>
- <td><font face="courier">P-|</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>
- <td>angry</td>
- <td><font face="courier">8-[</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>
- <td>dead</td>
- <td><font face="courier">xx-P</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>
- <td>sleepy</td>
- <td><font face="courier">|-.</td>
- </tr>
- <tr>
- <td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>
- <td>evil</td>
- <td><font face="courier">}-]</td>
- </tr>
- </table>
-</table>
-
-<P>When writing online, it can sometimes difficult to express emotion with plain text.
- These little icons can help.
-
-<P>To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.</P>
-
-<P>Note that the codes themselves are like little pictures - just turn your head to the left when looking at them</P>
-
+++ /dev/null
-<P ALIGN=CENTER><B>Allowing new posts</B></P>\r
-\r
-<P>This option allows you to restrict students from posting \r
- new content in this forum.\r
-\r
-<P>For most forums you will want to leave students unrestricted\r
- and choose the first option to allow them to start new discussion \r
- topics (threads), and also to post replies within those threads.\r
-\r
-<P>Sometimes, however, you will want to disable this ability. For\r
- example, this is useful for the News forum when you only want \r
- teachers to post new items that appear on the course main page.\r
- In this case you might choose the third option "No discussions, no replies".\r
-\r
-<P>Sometimes you might want to only allow teachers to start new\r
- discussions, but still allow students to reply within those \r
- threads (for example within the news forum on the site home page).\r
- In this case you would choose the second option, "No discussions, but \r
- replies are allowed".\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Attachments for posts</B></P>\r
-\r
-<P>You can optionally attach ONE file from your own computer \r
- to any post in the forums. This file is uploaded to the \r
- server and stored with your post.\r
-\r
-<P>This is useful when you want to share a picture, for example,\r
- or a Word document.\r
-\r
-<P>This file can be of any type, however it is highly recommended\r
- that the file is named using standard 3-letter internet \r
- suffixes such as .doc for a Word document, .jpg or .png \r
- for an image, and so on. This will make it easier for others \r
- to download and view your attachment in their browsers.\r
-\r
-<P>If you re-edit a posting and attach a new file, then any \r
- previous attached files for that post will be replaced.\r
- \r
-<P>If you re-edit a posting with an attachment and leave \r
- this space blank, then the original attachment will be \r
- retained.\r
+++ /dev/null
-<P ALIGN=CENTER><B>Forum Types</B></P>\r
-\r
-<P>There are several different types of forum to choose from:\r
-\r
-<P><B>A single simple discussion</B> - is just a single topic, all on one page.\r
-Useful for short, focussed discussions.\r
-\r
-<P><B>Standard forum for general use</B> - is an open forum where any one can \r
-start a new topic at any time. This is the best general-purpose forum.\r
-\r
-<P><B>Each person posts one discussion</B> - Each person can post exactly one \r
-new discussion topic (everyone can reply to them though). This is useful when \r
-you want each student to start a discussion about, say, their reflections on \r
-the week's topic, and everyone else responds to these.\r
-\r
-<P>(More development to come in future versions of Moodle)\r
+++ /dev/null
-<p>Forums</p>\r
-<ul>\r
- <li><a href="help.php?module=forum&file=allowdiscussions.html">Allow discussions</a>\r
- <li><a href="help.php?module=forum&file=attachment.html">Attachment</a>\r
- <li><a href="help.php?module=forum&file=forumtype.html">Forum type</a>\r
- <li><a href="help.php?module=forum&file=ratings.html">Ratings</a>\r
- <li><a href="help.php?module=forum&file=subscription.html">Subscription</a>\r
-</ul>\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif"> <B>Forums</B></P>\r
-<UL>\r
-<P>This activity can be the most important - it is here that most discussion takes place. \r
- Forums can be structured in different ways, and can include peer rating of each posting.\r
- The postings can be viewed in a variety for formats, and can include attachments. \r
- By subscribing to a forum, participants will receive copies of each new posting \r
- in their email. A teacher can impose subscription on everyone if they want to.\r
-</UL>\r
+++ /dev/null
-Individual posts can be rated using a scale based on the theory of <strong>separate and connected knowing</strong>.\r
-\r
-This theory may help you to look at human interactions in a new way. It describes two different ways that we can evaluate and learn about the things we see and hear.\r
-\r
-Although each of us may use these two methods in different amounts at different times, it may be useful to imagine two people as examples, one who is a mostly separate knower (Jim) and the other a mostly connected knower (Mary).\r
-<ul>\r
- <li>Jim likes to remain as 'objective' as possible without including his feelings and emotions. When in a discussion with other people who may have different ideas, he likes to defend his own ideas, using logic to find holes in his opponent's ideas. He is critical of new ideas unless they are proven facts from reputable sources such as textbooks, respected teachers or his own direct experience. Jim is a very <strong>separate knower</strong>.\r
- </li>\r
- <li>Mary is more sensitive to other people. She is skilled at empathy and tends to listen and ask questions until she feels she can connect and "understand things from their point of view". She learns by trying to share the experiences that led to the knowledge she finds in other people. When talking to others, she avoids confrontation and will often try to help the other person if she can see a way to do so, using logical suggestions. Mary is a very <strong>connected knower</strong>.</li>\r
-</ul>\r
-Did you notice in these examples that the separate knower is male and the connected knower is female? Some studies have shown that statistically this tends to be the case, however individual people can be anywhere in the spectrum between these two extremes.\r
-\r
-For a collaborative and effective group of learners it may be best if everyone were able to use BOTH ways of knowing.\r
-\r
-In a particular situation like an online forum, a single post by a person may exhibit either of these characteristics, or even both. Someone who is generally very connected may post a very separate-sounding message, and vice versa. The purpose of rating each post using this scale is to:\r
-<blockquote>\r
-a) help you think about these issues when reading other posts\r
-b) provide feedback to each author on how they are being seen by others\r
-</blockquote>\r
-The results are not used towards student assessment in any way, they are just to help improve communication and learning.\r
-<hr>\r
-In case you're interested, here are some references to papers by the authors who originally developed these ideas:\r
-<ul>\r
- <li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). \r
- Women's ways of knowing: the development of self, voice, and mind. New York, \r
- NY: Basic Books.</li>\r
- <li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women: \r
- Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>\r
- <li>Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal \r
- education, 75(5), 14-19.</li>\r
- <li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage \r
- of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &</li>\r
- <li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired \r
- by “Women’s Ways of Knowing” (pp. 205-247). New York, NY: \r
- Basic Books.</li>\r
- <li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, \r
- A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards \r
- Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>\r
- <li>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing \r
- as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436. \r
- <br>\r
- </li>\r
-</ul>\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Forum Subscription</B></P>\r
-\r
-<P>When a person is subscribed to a forum it means that \r
-they will be sent email copies of every post in that forum\r
-(posts are sent about <?PHP echo $CFG->maxeditingtime/60 ?> minutes \r
-after the post was first written).\r
-\r
-<P>People can usually choose whether or not they want to be \r
-subscribed to each forum.\r
-\r
-<P>However, if a teacher forces subscription on a particular forum \r
-then this choice is taken away and everyone in the class will get \r
-email copies.\r
-\r
-<P>This is especially useful in the News forum and in forums\r
-towards the beginning of the course (before everyone has \r
-worked out that they can subscribe to these emails themselves).\r
-\r
+++ /dev/null
-
-<p><b>Index of Help files</b></p>
-
-<p>General</p>
-<ul>
- <li><a href="help.php?file=cookies.html">Cookies</a>
-</ul>
-
-<p>Administration</p>
-<ul>
- <li><a href="help.php?file=langedit.html">Language editing</a>
-</ul>
-
-<p>Setting up courses</p>
-<ul>
- <li><a href="help.php?file=mods.html">Activity Modules</a>
- <li><a href="help.php?file=courseavailability.html">Course availability</a>
- <li><a href="help.php?file=coursecategory.html">Course categories</a>
- <li><a href="help.php?file=courseformats.html">Course formats</a>
- <li><a href="help.php?file=coursefullname.html">Course fullname</a>
- <li><a href="help.php?file=coursenewsitems.html">Course news items</a>
- <li><a href="help.php?file=coursenumsections.html">Course number of weeks/topics</a>
- <li><a href="help.php?file=courseshortname.html">Course short name</a>
- <li><a href="help.php?file=coursestartdate.html">Course start date</a>
- <li><a href="help.php?file=enrolmentkey.html">Enrollment keys</a>
- <li><a href="help.php?file=coursegrades.html">Grades</a>
- <li><a href="help.php?file=guestaccess.html">Guest access</a>
- <li><a href="help.php?file=courserecent.html">Recent Activity</a>
- <li><a href="help.php?file=scales.html">Scales</a>
- <li><a href="help.php?file=summaries.html">Section summaries</a>
- <li><a href="help.php?file=teachers.html">Teachers</a>
- <li><a href="help.php?file=picture.html">Uploading a picture</a>
-</ul>
-
-<p>Reading and Writing</p>
-<ul>
- <li><a href="help.php?file=questions.html">Asking Questions</a>
- <li><a href="help.php?file=reading.html">Reading</a>
- <li><a href="help.php?file=writing.html">Writing</a>
- <li><a href="help.php?file=textformat.html">Formatting Text</a>
- <li><a href="help.php?file=html.html">Editing HTML format</a>
- <li><a href="help.php?file=text.html">Edting Text format</a>
- <li><a href="help.php?file=wiki.html">Editing Wiki format</a>
- <li><a href="help.php?file=richtext.html">Using the Richtext HTML editor</a>
- <li><a href="help.php?file=emoticons.html">Using Smilies (emoticons)</a>
-</ul>
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/journal/icon.gif"> <B>Journals</B></P>\r
-<UL>\r
-<P>This module is a very important reflective activity. The teacher\r
- asks the student to reflect on a particular topic, and the student can\r
- edit and refine their answer over time. This answer is private and\r
- can only be seen by the teacher, who can offer feedback and a grade\r
- on each journal entry. It's usually a good idea to have about one\r
- Journal activity per week.</P>\r
-</UL>\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Quiz attempts</B></P>\r
-\r
-<P>Students may be allowed to have multiple attempts at a quiz.\r
-\r
-<P>This can help make the process of taking the quiz more of \r
- an educational activity rather than simply an assessment.\r
+++ /dev/null
-<P ALIGN=CENTER><B>Question categories</B></P>\r
-\r
-<P>Rather than keeping all your questions in one big list,\r
- you can create categories to keep them in.\r
-\r
-<P>Each category consists of a name and a short description.\r
-\r
-<P>Each category can also be "published", which means \r
- that the category (and all questions in it) will be \r
- available to all courses on this server, so that \r
- other courses can use your questions in their quizzes.\r
-\r
-<P>Categories can also be created or deleted at will.\r
- However, if you try to delete a category containing\r
- questions, then you will be asked to specify another\r
- category to move them to.\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Show correct answers</B></P>\r
-\r
-<P>If you enable correct answers, then the \r
-feedback will show also show the correct answer \r
-for each question (highlighted in a bright colour).\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Create multiple questions</B></P>\r
-\r
-<P>This page allows you to create multiple questions at once.</P>\r
-\r
-<P>Currently it will only allow you to create a number of \r
- Random Questions and (optionally) add them to the current \r
- quiz.</P>\r
-\r
-<P>Eventually this page will evolve into a larger wizard that \r
- will have more options.</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Description</B></P>\r
-\r
-<P>This type of question is not really a question. </p>\r
-\r
-<p>All it does is print some text without requiring any answers.</p>\r
-\r
-<P>It can be used to print a descriptive text to be used by a following group of questions.</p>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Feedback</B></P>\r
-\r
-<P>If you enable quiz feedback, then students will receive \r
- question feedback on every answer (right or wrong).</P>\r
-\r
+++ /dev/null
-<p align=center><b>Importing "Blackboard Quiz Format" files</b></p>\r
-\r
-<p>Documentation not completed</p>\r
+++ /dev/null
-<p align=center><b>Importing custom format files</b></p>\r
-\r
-<p>Documentation not completed</p>\r
+++ /dev/null
-<p align=center><b>Importing "Missing Word" format files</b></p>\r
-\r
-<p>Documentation not completed</p>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Grading method</B></P>\r
-\r
-<P>When multiple attempts are allowed, there are different ways\r
- you can use the grades to calculate the student's final \r
- grade for the quiz.\r
-\r
-<P><B>Highest grade</B><P>\r
-<UL>\r
-<P>The final grade is the highest (best) grade in any attempt.\r
-</UL>\r
-\r
-<P><B>Average grade</B><P>\r
-<UL>\r
-<P>The final grade is the average (simple mean) grade of all attempts.\r
-</UL>\r
-\r
-<P><B>First grade</B><P>\r
-<UL>\r
-<P>The final grade is the grade gained on the first attempt (other attempts are ignored).\r
-</UL>\r
-\r
-<P><B>Last grade</B><P>\r
-<UL>\r
-<P>The final grade is the grade gained on the most recent attempt only.\r
-</UL>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Importing new questions</B></P>\r
-\r
-<P>This function allows you to import questions from \r
- external text files, uploaded through a form. \r
-\r
-<P>A number of file formats are supported:\r
-\r
-<P><B>Missing Word</B></P>\r
-<UL>\r
-<P>This format only supports multiple choice questions.\r
-Each answer is separated with a tilde (~), and the correct answer is \r
-prefixed with an equals sign (=). Here is an example:\r
-\r
-<BLOCKQUOTE>As soon as we begin to explore our body parts as infants\r
-we become students of {=anatomy and physiology ~reflexology \r
-~science ~experiment}, and in a sense we remain students for life.\r
-</BLOCKQUOTE>\r
-\r
-<p align=right><a href="help.php?file=formatmissingword.html&module=quiz">More info about the "Missing Word" format</a></p>\r
-</UL>\r
-\r
-\r
-<P><B>AON</B></P>\r
-<UL>\r
-<P>This is the same as Missing Word Format, except that after importing \r
- the questions all Short-Answer questions are converted four at a time\r
- into Matching Questions.</P>\r
-<p>Additionally, the answers of multiple-choice questions are randomly \r
- shuffled during the import.\r
-<p>It's named after an organisation that sponsored the development of many \r
- quiz features</p>\r
-</UL>\r
-\r
-\r
-<P><B>Blackboard</B></P>\r
-<UL>\r
-<P>This module can import questions saved in Blackboard's export \r
-format. It relies on XML functions being compiled into your PHP.</P>\r
-\r
-<p align=right><a href="help.php?file=formatblackboard.html&module=quiz">More info about the "Blackboard" format</a></p>\r
-</UL>\r
-\r
-<P><B>Custom</B></P>\r
-<UL>\r
-<P>If you have your own format that you need to import, you can \r
- implement it yourself by editing mod/quiz/format/custom.php\r
-\r
-<P>The amount of new code needed is quite small - just enough\r
- to parse a single question from given text.\r
-\r
-<p align=right><a href="help.php?file=formatcustom.html&module=quiz">More info about the "Custom" format</a></p>\r
-</UL>\r
-\r
-\r
-<P>More formats are yet to come, including WebCT, IMS QTI and whatever else\r
- Moodle users can contribute! </p>\r
+++ /dev/null
-<p>Quizzes</p>\r
-<ul>\r
- <li><a href="help.php?module=quiz&file=review.html">Allow review once quiz is closed</a>\r
- <li><a href="help.php?module=quiz&file=attempts.html">Attempts</a>\r
- <li><a href="help.php?module=quiz&file=categories.html">Categories</a>\r
- <li><a href="help.php?module=quiz&file=correctanswers.html">Correct answers</a>\r
- <li><a href="help.php?module=quiz&file=createmultiple.html">Creating multiple quizzes</a>\r
- <li><a href="help.php?module=quiz&file=description.html">Descriptions</a>\r
- <li><a href="help.php?module=quiz&file=repeatattempts.html">Each attempt buids on the last</a>\r
- <li><a href="help.php?module=quiz&file=multianswer.html">Embedded Answers (Cloze)</a>\r
- <li><a href="help.php?module=quiz&file=grademethod.html">Grading method</a>\r
- <li><a href="help.php?module=quiz&file=import.html">Importing questions</a>\r
- <li><a href="help.php?module=quiz&file=formatblackboard.html">Importing Blackboard quiz files</a>\r
- <li><a href="help.php?module=quiz&file=formatcustom.html">Importing custom quiz files</a>\r
- <li><a href="help.php?module=quiz&file=formatmissingword.html">Importing "Missing Word" files</a>\r
- <li><a href="help.php?module=quiz&file=match.html">Matching questions</a>\r
- <li><a href="help.php?module=quiz&file=maxgrade.html">Maximum grade</a>\r
- <li><a href="help.php?module=quiz&file=multichoice.html">Multiple choice questions</a>\r
- <li><a href="help.php?module=quiz&file=numerical.html">Numerical questions</a>\r
- <li><a href="help.php?module=quiz&file=timeopen.html">Opening and closing the quiz</a>\r
- <li><a href="help.php?module=quiz&file=feedback.html">Question feedback</a>\r
- <li><a href="help.php?module=quiz&file=questiontypes.html">Question types- creating a new question</a>\r
- <li><a href="help.php?module=quiz&file=random.html">Random questions</a>\r
- <li><a href="help.php?module=quiz&file=randomsamatch.html">Random Short-Answer Matching questions</a>\r
- <li><a href="help.php?module=quiz&file=shortanswer.html">Short Answer questions</a>\r
- <li><a href="help.php?module=quiz&file=shuffleanswers.html">Shuffle answers</a>\r
- <li><a href="help.php?module=quiz&file=shufflequestions.html">Shuffle questions</a>\r
- <li><a href="help.php?module=quiz&file=truefalse.html">True/False questions</a>\r
-</ul>\r
-\r
+++ /dev/null
-<p align=center><b>Matching questions</b></p>\r
-\r
-<p>After an optional introduction, the respondent is presented with \r
- several sub-questions and several jumbled answers. There is one \r
- correct answer for each question.\r
- \r
-<p>The respondent must select an answer to match each sub-question.\r
-\r
-<p>Each sub-question is equally weighted to contribute towards the \r
- grade for the total question.\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Maximum grade</B></P>\r
-\r
-<P>The maximum grade you set for a quiz is what all grades \r
- are scaled to.\r
-\r
-<P>For example, you might set the max grade to 20, because the\r
- quiz is worth 20% of the whole course.\r
-\r
-<P>Even though you might have 10 questions in your quiz \r
- worth a total of 50 marks, all grades out of 50 will be \r
- "scaled down" to the quiz max grade of 20.\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/quiz/icon.gif"> <B>Quizzes</B></P>\r
-<UL>\r
-<P>This module allows the teacher to design and set quiz tests, consisting of \r
- multiple choice, true-false, and short answer questions. These \r
- questions are kept in a categorised database, and can be re-used\r
- within courses and even between courses. Quizzes can allow \r
- multiple attempts. Each attempt is automatically marked, and the \r
- teacher can choose whether to give feedback or to show correct answers.\r
- This module includes grading facilities.</P>\r
-</UL>\r
-\r
+++ /dev/null
-<p align="center"><b>Embedded answers (Cloze)</b></p>\r
-\r
-<p>This very flexible question type is similar to a \r
- popular format known as the Cloze format. \r
- \r
-<p>Questions consist of a passage of text (in Moodle format) that \r
- has various answers embedded within it, including multiple choice, \r
- short answers and numerical answers.\r
-\r
-<p>There is currently no graphical interface to create these questions - \r
- you need to specify the question format using the text box or by \r
- importing them from external files.\r
- \r
-<p>Here is an example of the input text used to specify such a question:\r
-\r
-<form>\r
-<center>\r
-<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}.\r
-\r
-Note that addresses like www.moodle.org and smileys :-) all work as normal:\r
- a) How good is this? {:MULTICHOICE:=Yes#Correct~No#We have a different opinion}\r
- b) What grade would you give it? {3:NUMERICAL:=3:2}\r
-\r
-Good luck!\r
-</textarea>\r
-</center>\r
-</form>\r
-\r
-<p>This example will appear to students as follows:</p>\r
-\r
-\r
-<form>\r
-<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 />\r
-</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 />\r
-<br />\r
-Note that addresses like <a href="http://www.moodle.org" target="newpage">www.moodle.org</a> and smileys <img alt=":-)" width=15 height=15 src="http://server.dougiamas.net/moodle/pix/s/smiley.gif"> all work as normal:<br />\r
-a) How good is this? <select name="q4ma4" ><option></option><option value="13" >Yes</option><option value="14" >No</option></select> <br />\r
-b) What grade would you give it? <input name="q4ma5" value="" type="TEXT" size="8"/> <br />\r
-<br />\r
-Good luck!</p></TD></TR></TABLE></td></tr></table>\r
-</form>\r
-\r
-<br />\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Multiple Choice questions</B></P>\r
-\r
-<P>In response to a question (that may include a image) the respondent \r
- chooses from multiple answers. There are two types of multiple choice \r
- questions - single answer and multiple answer.\r
-\r
-<P>Single-answer questions allow one and only one answer to be chosen.\r
- Generally all the grades for such a question should be positive.\r
-\r
-<P>Multiple-answer questions allow one or more answers to be chosen - each answer \r
- may carry a positive or negative grade, so that choosing ALL the options \r
- will not necessarily result in good grade. If the total grade is negative \r
- then the total grade for this question will be zero. Careful, it is \r
- possible to create questions that have scores greater than 100%.\r
-\r
-<P>Finally, each answer (right or wrong) should include feedback - this feedback\r
- will be shown to the respondent next to each of their answers (if the quiz \r
- itself is configured to show feedback).\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Numerical questions</B></P>\r
-\r
-<p>From the student perspective, a numerical question looks just\r
- like a short-answer question.</P>\r
-\r
-<p>The difference is that numerical answers are allowed\r
- to have an accepted error. This allows a continuous range of answers\r
- to be set.</P>\r
-\r
-<p>For example, if the answer is 30 with an accepted error of 5,\r
- then any number between 25 and 35 will be accepted as correct.</p>\r
-\r
-<p>Numerical questions can also have case-insensitive non-numerical answers.\r
- This is useful whenever the answer for a numerical question \r
- is something like N/A, +inf, -inf, NaN etc</p>\r
- \r
-<font size="2" face="Arial, Helvetica, sans-serif"><strong>Uue küsimuse loomine</strong><br>\r
-<br>\r
-Võid lisada kategooriasse terve hulga erinevat tüüpi küsimusi \r
-:<br>\r
-<br>\r
-<strong>Valikvastustega</strong><br>\r
-Vastuseks küsimusele (mis võib sisaldada kujutist) valib vastaja valikvastuste \r
-hulgast. Valikvastustega küsimusi on kahte tüüpi – ühe \r
-ja mitme vastusega.<br>\r
-<br>\r
-<strong>Lühivastus</strong><br>\r
-Vastuseks küsimusele (mis võib sisaldada kujutist) trükib vastaja \r
-sõna või fraasi. Õigeid vastuseid võib olla mitu, \r
-erinevate hinnetega. Vastused võivad suurtähti arvesse võtta \r
-või mitte võtta.<br>\r
-<br>\r
-<strong>Õige/vale </strong><br>\r
-Vastuseks küsimusele (mis võib sisaldada kujutist) valib vastaja kahe \r
-võimaluse vahel: õige või vale.<br>\r
-<br>\r
-<strong>Juhuslik</strong><br>\r
-(Veel rakendamata) Võimaldab sul ette valmistada rea teisi küsimusi, \r
-mille hulgast üks juhuslikult valitakse, kui õpilane küsimustikku \r
-täita proovib.<br>\r
-<br>\r
+<font size="2" face="Arial, Helvetica, sans-serif"><strong>Uue küsimuse loomine</strong><br>
+<br>
+Võid lisada kategooriasse terve hulga erinevat tüüpi küsimusi
+:<br>
+<br>
+<strong>Valikvastustega</strong><br>
+Vastuseks küsimusele (mis võib sisaldada kujutist) valib vastaja valikvastuste
+hulgast. Valikvastustega küsimusi on kahte tüüpi – ühe
+ja mitme vastusega.<br>
+<br>
+<strong>Lühivastus</strong><br>
+Vastuseks küsimusele (mis võib sisaldada kujutist) trükib vastaja
+sõna või fraasi. Õigeid vastuseid võib olla mitu,
+erinevate hinnetega. Vastused võivad suurtähti arvesse võtta
+või mitte võtta.<br>
+<br>
+<strong>Õige/vale </strong><br>
+Vastuseks küsimusele (mis võib sisaldada kujutist) valib vastaja kahe
+võimaluse vahel: õige või vale.<br>
+<br>
+<strong>Juhuslik</strong><br>
+(Veel rakendamata) Võimaldab sul ette valmistada rea teisi küsimusi,
+mille hulgast üks juhuslikult valitakse, kui õpilane küsimustikku
+täita proovib.<br>
+<br>
</font>
\ No newline at end of file
+++ /dev/null
-<p align="center"><b>Random Question</b></p>\r
-\r
-<p>Random questions are a special question type.</p>\r
-\r
-<p>When you put a Random Question into a quiz, then a question \r
- will be chosen randomly from the whole category, on each attempt.</p>\r
-\r
-<p>The maximum grade for the question will always be when you have chosen\r
- as the grade for the Random Question.</p>\r
-\r
-<p>If you make a quiz with, say, 10 random questions, then each student \r
- may get a completely different set of 10 questions each time they\r
- attempt the quiz.</p>\r
-\r
-<p>Note that you can mix random and non-random questions if you want to \r
- ensure that particular questions are always included.</p>\r
-\r
-\r
+++ /dev/null
-<p align=center><b>Random Short-Answer Matching questions</b></p>\r
-\r
-<p>After an optional introduction, the respondent is presented with \r
- several sub-questions and several jumbled answers. There is one \r
- correct answer for each question.\r
- \r
-<p>The respondent must select an answer to match each sub-question.\r
-\r
-<p>Each sub-question is equally weighted to contibute towards the \r
- grade for the total question.\r
-\r
-<p>The questions and answers are randomly drawn from the pool of \r
- "Short Answer" questions in the current category. Each attempt\r
- on a quiz will have different questions and answers.\r
+++ /dev/null
-<p align="center"><b>Each attempt builds on the last</b></p>\r
-\r
-<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>\r
-\r
-<p>To show a fresh quiz on every attempt, select <B>No</B> for this setting.\r
+++ /dev/null
-<P ALIGN=CENTER><B>Allow review once quiz is closed</B></P>\r
-\r
-<P>If you enable this option, then students will be able to \r
- review their past attempts at this quiz.</P>\r
-\r
-<P>This is only enabled once the quiz is closed.</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Short Answer questions</B></P>\r
-\r
-<P>In response to a question (that may include a image) the respondent \r
- types a word or short phrase.\r
-\r
-<P>There may be several possible correct answers, each with a different \r
- grade. If the "Case sensitive" option is selected, then you can \r
- have different scores for "Word" or "word".\r
-\r
-<P>Answers are compared exactly, so be careful with your spelling!\r
+++ /dev/null
-<P ALIGN=CENTER><B>Shuffle answers</B></P>\r
-\r
-<p>If you enable this option, then the order of answers within \r
- each question will be randomly shuffled each time a student \r
- attempts this quiz.</p>\r
-\r
-<p>Of course, this only applies to questions that have multiple \r
- answers displayed, such as Multiple Choice or Matching Questions.</p>\r
-\r
-<p>The intention is simply to make it a little harder for students \r
- to copy from each other.</p>\r
-\r
-<p>This option is not related to the use of Random Questions.</p>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Shuffle questions</B></P>\r
-\r
-<p>If you enable this option, then the order of questions in \r
- the quiz will be randomly shuffled each time a student attempts\r
- the quiz.</p>\r
-\r
-<p>This is not related to the use of Random Questions, this is only \r
- about the displayed order of questions.</p>\r
-\r
-<p>The intention is to make it a little harder for students to copy from\r
- each other.</p>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Opening and closing the quiz</B></P>\r
-\r
-<P>You can specify times when the quiz is accessible for people to make attempts.\r
-\r
-<P>Before the opening time, and after the closing time, the quiz will be unavailable.\r
+++ /dev/null
-<P ALIGN=CENTER><B>True/False questions</B></P>\r
-\r
-\r
-<P>In response to a question (that may include a image) the respondent \r
- chooses from True or False.\r
-\r
-<P>If feedback is enabled, then the appropriate feedback message is \r
- shown to the respondent after answering the quiz. For example,\r
- if the correct answer is "False", but they answer "True" (getting \r
- it wrong) then the "True" feedback is shown.\r
-</P>\r
+++ /dev/null
-<p>Resource module</p>\r
-<ul>\r
- <li><a href="help.php?module=resource&file=resourcetype.html">Resource Type</a>\r
- <li><a href="help.php?module=resource&file=summary.html">Reading Summary</a>\r
- <li><a href="help.php?module=resource&file=program.html">Program resources</a>\r
-</ul>\r
-\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/resource/icon.gif"> <B>Resources</B></P>\r
-<UL>\r
-<P>Resources are content: information the teacher wants to bring into the \r
- course. These can be prepared files uploaded to the course \r
- server; pages edited directly in Moodle; or external web pages\r
- made to appear part of this course.</P>\r
-</UL>\r
-\r
+++ /dev/null
-<P ALIGN=CENTER><B>Program Resources</B></P>\r
-\r
-<p>A Program resource is an external resource that is able to accept data \r
- passed to it from Moodle.</p>\r
-\r
-<p>The data is passed via HTTP GET (as part of the URL) and includes:</p>\r
-\r
-<ul>\r
-<li>extern_nav: the URL from which the resource is being called\r
-<li>extern_usr: the username of the current user\r
-<li>extern_nam: the full name of the current user\r
-<li>extern_tim: the current time\r
-<li>extern_pwd: a unique password\r
-</ul>\r
-\r
-<p>All this is due to be revised sometime in the near future.</p>\r
-\r
<P ALIGN=CENTER><B>Ressurside tüübid</b></p>
-<p>Ressursidel võib olla mistahes sisu. Nende erinevad tüübid \r
- määravad enamasti ära, kuidas sisule juurde pääseb.<br>\r
- <br>\r
- <strong>Lihttekst </strong>– kõige tavalisem tüüp. Võid \r
- lihtsalt trükkida (redigeerida) lehe blanketile, mis on järgmisel \r
- lehel. Osa sinu trükitud tekstist formaaditakse automaatselt, nagu foorumi \r
- postitused. Abi teksti trükkimisel leiad siit:<br>\r
- <br>\r
- <strong>HTML tekst </strong>– edasijõudnud kasutajatele. Automaatset \r
- formaatimist ei toimu, kõik tuleb teha käsitsi, kasutades HTML koode.<br>\r
- <br>\r
- <strong>Viide</strong> – õpetlik viide päevikule/ajakirjale \r
- või raamatule<br>\r
- <br>\r
- <strong>Üleslaaditud fail </strong>– kuvab mistahes faili, mille \r
- oled kursusele üles laadinud. Vaata sktsiooni “Failid”.<br>\r
- <br>\r
- <strong>Veebilink</strong> – veebiaadress, mis osutab mingile kohale veebis. \r
- Kui keegi klikib sellele ressursitegevusele, siis võetakse see kursusest \r
- välja (sinu osutatud lehte näidatakse nii, et see täidab brauseri \r
- akna).<br>\r
- <br>\r
- <strong>Veebileht </strong>– veebiaadress, mis osutab mingile kohale veebis. \r
- Nagu eelmisegi tüübi puhul, näidatakse veebilehte. Erinevalt \r
- eelmisest näidatakse seda lehte raami sees, nagu ta oleks kursusesse integreeritud.<br>\r
- <br>\r
- <strong>Programm </strong>– välisprogramm, mis nõuab, et edastataks \r
- infot Moodle’i kasutaja ja kursuse kohta. See lubab välistel veebirakendustel \r
- Moodle’iga koostööd teha.<br>\r
-</font></p>\r
+<p>Ressursidel võib olla mistahes sisu. Nende erinevad tüübid
+ määravad enamasti ära, kuidas sisule juurde pääseb.<br>
+ <br>
+ <strong>Lihttekst </strong>– kõige tavalisem tüüp. Võid
+ lihtsalt trükkida (redigeerida) lehe blanketile, mis on järgmisel
+ lehel. Osa sinu trükitud tekstist formaaditakse automaatselt, nagu foorumi
+ postitused. Abi teksti trükkimisel leiad siit:<br>
+ <br>
+ <strong>HTML tekst </strong>– edasijõudnud kasutajatele. Automaatset
+ formaatimist ei toimu, kõik tuleb teha käsitsi, kasutades HTML koode.<br>
+ <br>
+ <strong>Viide</strong> – õpetlik viide päevikule/ajakirjale
+ või raamatule<br>
+ <br>
+ <strong>Üleslaaditud fail </strong>– kuvab mistahes faili, mille
+ oled kursusele üles laadinud. Vaata sktsiooni “Failid”.<br>
+ <br>
+ <strong>Veebilink</strong> – veebiaadress, mis osutab mingile kohale veebis.
+ Kui keegi klikib sellele ressursitegevusele, siis võetakse see kursusest
+ välja (sinu osutatud lehte näidatakse nii, et see täidab brauseri
+ akna).<br>
+ <br>
+ <strong>Veebileht </strong>– veebiaadress, mis osutab mingile kohale veebis.
+ Nagu eelmisegi tüübi puhul, näidatakse veebilehte. Erinevalt
+ eelmisest näidatakse seda lehte raami sees, nagu ta oleks kursusesse integreeritud.<br>
+ <br>
+ <strong>Programm </strong>– välisprogramm, mis nõuab, et edastataks
+ infot Moodle’i kasutaja ja kursuse kohta. See lubab välistel veebirakendustel
+ Moodle’iga koostööd teha.<br>
+</font></p>
</font>
\ No newline at end of file
-<P ALIGN=CENTER><B>Reading Summary</B></P>\r
-\r
-<P>The summary is a very short description of the resource.\r
-\r
-<font size="2" face="Arial, Helvetica, sans-serif"><strong>Kokkuvõte loetavast </strong> \r
-</font><font face="Arial, Helvetica, sans-serif"><p><font size="2">Kokkuvõte on väga lühike ressursi kirjeldus.</font></p>\r
-<p><font size="2">Ära püüa siia liiga pikka teksti kirjutada ega ressurssi ennast \r
- lisada. </font></p>\r
-<p><font size="2">Sisu täpsustamiseks on sul võimalus järgmisel lehel.<br>\r
-</font></p>\r
+<P ALIGN=CENTER><B>Reading Summary</B></P>
+
+<P>The summary is a very short description of the resource.
+
+<font size="2" face="Arial, Helvetica, sans-serif"><strong>Kokkuvõte loetavast </strong>
+</font><font face="Arial, Helvetica, sans-serif"><p><font size="2">Kokkuvõte on väga lühike ressursi kirjeldus.</font></p>
+<p><font size="2">Ära püüa siia liiga pikka teksti kirjutada ega ressurssi ennast
+ lisada. </font></p>
+<p><font size="2">Sisu täpsustamiseks on sul võimalus järgmisel lehel.<br>
+</font></p>
</font>
\ No newline at end of file
+++ /dev/null
-<p align="center"><b>Scales</b></p>
-
-<p>Teachers can create new custom scales to be used in a course for any grading activities.</p>
-
-<p>The name of the scale should be a phrase that identifies it clearly: this will appear
- in scale-selection lists, as well as on context-sensitive help buttons.</p>
-
-<p>The scale itself is defined by an ordered list of values, ranging from negative to positive, separated by commas. For example:</p>
-
-<blockquote><i>
- Disappointing, Not good enough, Average, Good, Very good, Excellent!
-</i></blockquote>
-
-<p>Scales should also include a good description of what it means and how it is
- expected to be used. This description will appear in help pages for teachers and students.</p>
-
-<p>Finally, there may be one or more "Standard" scales defined on your site by the
- system administrator. These will be available in all courses.</p>
+++ /dev/null
-<p align=center><b>Topic/Week summaries</b></p>
-
-<p>The idea of a topic summary is a very short text to prepare students
- for the activities within this topic (or week).</p>
-
-<p>Each summary should be very short so that the course page doesn't become too long.</p>
-
-<p>If you find yourself wanting to say more than a sentence or two then
- consider adding a resource to this topic instead (for example, the first activity
- might be a page called <b>About This Topic</b>).</p>
+++ /dev/null
-<p>Survey module</p>\r
-<ul>\r
- <li><a href="help.php?file=surveys.html">Available surveys</a> \r
-</ul>\r
-\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/survey/icon.gif"> <B>Surveys</B></P>\r
-<UL>\r
-<P>The Survey module provides a number of verified survey instruments that\r
- have been found useful in assessing and stimulating learning in \r
- online environments. Teachers can use these to gather data from their\r
- students that will help them learn about their class and reflect \r
- on their own teaching.</P>\r
-</UL>\r
+++ /dev/null
-<p align="center"><b>Help on Writing Wiki Formatted Pages</b></p>
-
-<p>
- Wiki formatted pages provide a facility for marking up plain text with intuitive, human readable
- formatting that will be converted to XHTML when displayed. The big advantages are that you
- do not need to learn HTML to produce quite complex results, and that the text you write
- <em>looks</em> good to the eye even <em>before</em> conversion. It is a real alternative to
- saving Word files as HTML retaining the ability to edit the resource online.
-</p>
-
-<p>You should enter basically plain text. There are a number of <em>special</em> characters you
-can add to insert formatting</p>
-
-<h3>Block level formatting</h3>
-
-<p>
- Paragraph blocks are separated by at least one blank line. To add special formatting to a paragraph
- add one of the following special characters in the first character of the first line of the block followed
- by a space...
-</p>
-
-<table>
- <tr><th>Character</th><th>Block Type</th></tr>
- <tr><td>No character</td><td>Ordinary paragraph</td></tr>
- <tr><td>></td><td>Quotation</td></tr>
- <tr><td>Space</td><td>Preformatted Text (Monospaced)</td></tr>
- <tr><td>%</td><td>Preformatted <em>and</em> Wikki formatting is ignored</td></tr>
- <tr><td>!#</td><td>Heading - where # is 1-6, the heading level (1 is biggest)</td></tr>
- <tr><td>Q.</td><td>Question - styling info added to paragraph to improve question/answer presentation (in theme)</td></tr>
- <tr><td>A.</td><td>Answer - as above but answer</td></tr>
-</table>
-
-<h3>List Formatting</h3>
-
-<p>Simple lists can be constructed easily by placing a special character at the start of each line in the list followed by a space.
-The list is terminated by a blank line. Lists may be freely nested - and nested lists may change list type. Definition list
-definitions and text types may be freely intermixed to obtain the desired effect. The special characters
-are as follows...</p>
-
-<table>
- <tr><th>Character</th><th>List item type</th></tr>
- <tr><td>*</td><td>Unordered List (bullet points)</td></tr>
- <tr><td>#</td><td>Ordered List (1,2,3 etc)</td></tr>
- <tr><td>:</td><td>Definition list, definition</td></tr>
- <tr><td>;</td><td>Definition list, text</td></tr>
-</table>
-
-<p>Nested lists example:</p>
-<p><pre>
- * First Bullet
- * Second Bullet
- ## nested line 1
- ## nested line 2
- * Third Bullet
-</pre></p>
-<p>Produces:
-<ul><li>First Bullet</li>
- <li>Second Bullet</li>
- <ol><li>nested line 1</li>
- <li>nested line 2</li></ol>
- <li>Third Bullet
-</ul></p>
-
-<h3>Inline formatting</h3>
-
-<p>Inline formmating allows part of a line to be marked as having a particular style. The special
-characters used can appear anywhere on a line, but note that the formatting cannot
-cross lines. Codes are as follows...</p>
-
-<table>
- <tr><th>Example</th><th>Example</th><th>Formatting</th></tr>
- <tr><td>*hello world*</td><td><strong>hello world</strong></td><td>Strong or Bold</td></tr>
- <tr><td>/hello world/</td><td><em>hello world</em></td><td>Emphasis or Italics</td></tr>
- <tr><td>+hello world+</td><td><ins>hello world</ins></td><td>Inserted text</td></tr>
- <tr><td>-hello world-</td><td><del>hello world</del></td><td>Deleted or Strikethrough</td></tr>
- <tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>Subscript</td></tr>
- <tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>Superscript</td></tr>
- <tr><td>"hello world"</td><td><q>hello world</q></td><td>Quoted</td></tr>
- <tr><td>%hello world%</td><td><code>hello world</code></td><td>Code or Monospaced</td></tr>
- <tr><td>@hello world@</td><td><cite>hello world</cite></td><td>Cite</td></tr>
-</table>
-
-<h3>Acronyms</h3>
-
-<p>Acronym tagging is acheived by placing the acronym in capital letters followed by the description
-is parenthesis. There must be no space between the acronym and the parenthesis. Example...</p>
-
-<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>
-
-<h3>Hyper Links</h3>
-
-<p>Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: </em>http://www.google.com/(Search Now)</em> will be converted to
-<a href="http://www.google.com/">Search Now</a>.</p>
-
-<p>Mail links can be acheived the same way, e.g.,</p>
-<p>nobody@example.com(Test User) will be converted to
-<a href="mailto:nobody@example.com">Test User</a></p>
-
-<h3>Moodle Module Links</h3>
-
-<p>If you know the Moodle id number (look for ?id=nn at the end of a module address) and
-the module name, you can link directly to that resource using the syntax:</p>
-
-<p>ModuleName:nn(Description Text)</p>
-<p>eg, <em>resource:36(My New Page)</em> <em>forum:10(Jump to forum)</em></p>
-
-<h3>Moodle Picture Links</h3>
-
-<p>Inline graphics can be placed on wiki pages. You need to upload the graphic and note its path within the file upload area. The syntax is:</p>
-
-<p>/<em>..path to file..</em>(alt text)</p>
-
-<p>for example, /mypics/graphic.jpg(Staff picture)</p>
-
-<h3>Automatic reformating</h3>
-
-<p>Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as
-follows...</p>
-
-<ul>
- <li>HTTP links are converted into active links
- <li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 are all converted to the correct character
- <li> digits x digits converts to correct multiply symbol
- <li>A line starting with at least four dashes is converted into a horizontal line
-</ul>
-
-<h3>Spelling Checker (Experimental)</h3>
-
-<p>The wiki formatter can be switched into a spell checking mode. Place the following on
-a line by itself in the text. Everything after this will be checked...
-
-<pre>
-!SPELL:language_code:language_variant
-
-Examples:
-!SPELL:en:british
-!SPELL:sp
-</pre>
-
-<p>"language_code" should be replaced by the appropriate code (e.g., EN, FR etc), "language_variant" (along with the colon) is optional and can be one of "american", "british", or "canadian" if the language code is EN.</p>
-
-<p>When displayed any unknown words are highlighted and you can see suggestions by holding the mouse over
-the word</p>
-
-<p><em>NOTE: spelling uses the <strong>pspell</strong> libraries. These and the required dictionaries must be present on your server for the spell checker to work. In particular the Windows platform is not supported.
-</em></p>
+++ /dev/null
-<P ALIGN=CENTER><B>Adding a Comment</B></P>\r
-\r
-<P>Comments can be added to an assessment to:\r
-\r
-<OL>\r
-<LI>Add additional explaination or clarification to the assessment (by\r
- the student who assessed the piece of work);\r
-<LI>Query the statements made in the assessment (by the student whose \r
- piece of work is being assessed;\r
-<LI>Try to resolve difficulties which may have arisen during the discussion\r
- on the assessment (by the teacher);\r
-</OL>\r
-<P>The aim of the comments is to try either reach agreement on the \r
- current assessment or persuade the assessor to revise their assessment.\r
- This discussion should be undertaken in a reasonable way. \r
- \r
-<P>If the work is reassessed then the old comments are discarded and \r
- are no longer shown with the new assessment.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Agreement of Assessments</B></P>\r
-\r
-<P>A workshop assignment can have either of these characteristics:\r
-\r
-<OL>\r
-<LI>In the submission and assessment phase when the students see the \r
- assessments made by other students there is no feedback \r
- from the students who submitted the work to the students who made\r
- the assessment. There may be feedback from the teacher if the teacher\r
- choses to grade the student assessments and then the teacher's grades and \r
- comments will be available to both the student whose work it is and \r
- to the student who made the assessment. There will be, however, \r
- be only one way feedback between peers on any one piece of work.\r
- \r
-<LI>In the submission and assessment phase the students see the \r
- assessments made by other students and they are allowed to comment \r
- on these assessments. They may agree or disagree with the (peer) assessment. \r
- If they agree with the assessment then the assessment stands and is \r
- used in the final calculations when determining the peer grade given to\r
- the particular piece of work. If, however, they do not agree with an \r
- assessment the student who made the assessment is given an \r
- opportunity to revise it. The revise/disagree loop can continue until\r
- either agreement is reached or the deadline is reached. An assessment\r
- which is still in "dispute" when the deadline is reached\r
- is not used in the final calculations. This gives two way feedback\r
- between peers on each piece of work.\r
-</OL>\r
-<P>If the second method of working is chosen there is the option of switching off the display\r
- of grades. That is, if this "hide grades" option is exercised, only the comments\r
- in the assessment are shown to the student who work is being assessed.\r
- The grades are shown only after agreement has been reached (on the \r
- comments alone). Note that this option only effective when agreement on \r
- assessments is required.\r
-\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Anonymous Grading</B></P>\r
-\r
-<P>A peer graded assignment can be graded anonymously. In this\r
- case the names (and any photos) of the students doing the grading \r
- are not shown. Only the (file) names of the submissions are used to identify\r
- the peices of work being graded. \r
-\r
-<P>When the peer graded assignment is not graded anonymously, the \r
- pieces of work are shown with the names (and any photos) of the \r
- students who submitted the work. This may lead to bias in the gradings.\r
-\r
-<P>Note that if the teacher's grades are shown to the students these are\r
- never shown anonymously.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Assessment of Teacher's Examples</B></P>\r
-\r
-<P>After the teacher has submitted the examples it is useful from the \r
- teacher's point of view to assess these examples, if only partially. \r
- These assessments are private to the teacher, they are NOT shown \r
- to the students at any stage during the assignment. They are, \r
- however, useful when the teacher looks at the student assessments\r
- of the examples. When grading a student assessment, the teacher \r
- sees their own assessment at the top of the page and the \r
- student's assessment of the same piece of work at the bottom of \r
- the page. The "extra" assessment acts as a reference \r
- source and a reminder of the salient points held in the example.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Peer Graded Assignment Type</B></P>\r
-\r
-<P>A peer graded assignment can have one of two types:\r
-\r
-<OL>\r
-<LI>Only feedback on the assessment elements and the general comment \r
- is entered. The grading of assessment elements is not seen in the \r
- grading pages. Assignments themselves are not given an overall grade. \r
- However, the grading performance of the students is measured and\r
- this, and only this measure contributes towards the final grades given\r
- to the students.\r
- \r
-<LI>Here the teacher and peers are asked to provide both feedback and\r
- grades. The assignments are given an overall quantative grade as well\r
- as the qualative data. The final grade for a student will be calculated \r
- from the (weighted) contributions of the teacher's grade, the mean \r
- peers' grade and the student's grading performance.\r
- \r
-</OL>\r
-\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>\r
-\r
-<P>The table on this screen shows your final grade and how it was calculated. \r
- The final grade is made up from three possible components.\r
- \r
-<OL>\r
-<LI>The teacher's grade for your submitted work.\r
-<LI>The average of the peer grades for your submitted work. \r
-<LI>A grade for your performance in the peer grading phase. This \r
- performance was based by (a) whether your grades were too high or too low\r
- when compared with the average grade of the other students (this is called bias), \r
- (b) whether your grades follow, again on average, the grades given by \r
- the other students (this is called reliability)\r
- and (c) on the quality of your comments on the other pieces of work you graded. \r
- This was graded by the teacher. These three performance grades were weighted \r
- by the factors 1:2:3 respectively to give an overall "grading" \r
- grade. In other words the teacher's grading of the comments is given the \r
- same weight as the Bias and Reliability factors combined.\r
-</OL>\r
-\r
-<P>These three components can be weighted as deemed appropriate for the \r
- assignment. These weights are shown in the smaller table.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>\r
-\r
-<P>The table on this screen shows how the the final grades for the students \r
- are calculated. The final grades are a weighted sum of up to five components.\r
- \r
-<OL>\r
-<LI>The teacher's grade for their submitted work. This is optional and will be\r
- used if the teacher actually assesses the student's work. If the student submits \r
- more than one peice of work the "best" grade is used. Here, best \r
- means the piece of work with the highest weighted combination of teacher's\r
- grade and peer grade...\r
-<LI>The average of the peer grades for their submitted work. Again if the student\r
- submits more than one peice of work the "best" grade is used. The\r
- peer grade can optionally\r
- include the teacher's grade. This grade would be included if the number of\r
- peer gradings is very low or it is thought that the peer gradings are suspect \r
- either because of bias (usually on the high side) or for not being reliable.\r
- If included the teacher's grade is treated in the same way as a peer grade in \r
- the calculation of the average.\r
-<LI>The student's bias in grading peer work. This is measure of whether the\r
- student grades work either too high or too low. It is not an absolute measure\r
- as it is based on the difference between the student's grade and the peer\r
- averages for each of the submissions they assessed. In general this component\r
- should NOT be given a high weighting.\r
-<LI>The student's reliability in grading peer work. This is a measure on how well\r
- a students grades follow the peer average for the peices of work they \r
- assessed. The measure discounts the student bias and averages the absolute \r
- differences between their grades and the peer average grades. In theory if\r
- the students gives high marks for good peices of work and low marks for poor \r
- pieces of work their reliability will be high. If it is suspected that the students in\r
- general are poor assessors then the teacher's grades should be included into\r
- the ppeer averages, this should make the reliability values more meaningful.\r
-<LI>The average grade given by the teacher for the student's assessments.\r
- This includes both the preliminary assessments made by the student on the \r
- example pieces of work and any grading the teacher makes on the asessments\r
- produced during the peer assessement phase of the assignment. In general this\r
- component is probably more important than both the Bias and Reliability \r
- components and thus, if available, should be weighted higher.\r
-</OL>\r
-\r
-<P>These five components can be weighted as deemed appropriate for the \r
- assignment. For example the teacher's grade might be weighted strongly\r
- if the peer grading part of the assignment is only considered a minor part\r
- of the assignment as a whole. Alternatively, if the teacher only grades a few \r
- of the submissions these grades can be ignored by giving them a zero weighting. \r
- If the assignment is all about the students as judges and the providing of feedback\r
- then first two components may be set to zero (or low) and the students' \r
- grading abilities will determine the final grades.\r
-\r
-<P>Note that this screen is used iteratively and the final grades are not normally\r
- made available to the students until the final phase of the assignment. Once the\r
- the teacher is happy with the final grades and their weightings then they can \r
- be made available to the students.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Editing a Comment</B></P>\r
-\r
-<P>As with other items there is a short period of time allowed when\r
- the text of comments can be amended. The comment is not shown\r
- on the assessment until this period has elapsed.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Assignment Elements</B></P>\r
-\r
-<P>For ease of grading, a Workshop Assignment should have a reasonable \r
- number of "Assessment Elements". Each element should cover\r
- a particular aspect of the assignment. Typically an assignment will have\r
- something between 5 to 15 elements for comments and grading, the \r
- actual number depending on the size and complexity of the assignment. A peer \r
- assignment with only one element is allowed and has a similar assessment\r
- strategy to the standard Moodle Assignment. \r
- \r
-<P>The type of elements dependent of the assignment's grading strategy.\r
-\r
-<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment. \r
- The assessor is asked to comment on each of these aspects. As with all the grading\r
- strategies, there is also an area for general comments.\r
-\r
-\r
-<P><B>Accumulative Grading.</B> The elements have the following three features:\r
-<OL>\r
-<LI>The DESCRIPTION of the assessment element. This should clearly state what \r
- aspect of the assignment is being assessed. If the assessment is qualatative\r
- it is helpful to give details of what is considered excellent, average \r
- and poor.\r
- \r
-<LI>The SCALE of the assessment element. There are a number of prefined\r
- scales. These range from simple Yes/No scales, through multipoint scales to\r
- a full percentage scale. Each element has its own scale which should be choosen\r
- to fit the number of possible variations for that element. Note that the scale \r
- does NOT determine the element's importance when calculating the overall \r
- grade, a two point scale has the same "influence" as a 100 point \r
- scale if the respective elements have the same weight...\r
-\r
-<LI>The WEIGHT of the assessment element. By default the elements are given the same \r
- importance when calculating the overall grade of the assignment. This can be\r
- changed by giving the more importance elements a weight greater than one, and\r
- the less important elements a weight below one. Changing the weights does NOT \r
- effect the maximum grade, that value is fixed by the Maximum Grade parameter\r
- of the peer assignment. Weights can be assigned negative values, this is an \r
- experimental feature.\r
-</OL>\r
-<P><B>Error Banded Grading.</B> The elements will normally describe certain items \r
- or aspects which must be present in the assignment. The assessment is made on the\r
- present or absence of these items or aspects. The teacher must all set of grade table which \r
- give the suggested grades when all the items are present, when one is absent, when two are\r
- absent, etc. If certain items are more important than others then those items can be given\r
- a weighting greater than one. Minor items can be given a weighting less than one. The\r
- overall "error count" is a weighted sum of the missing items. The assessor \r
- can always make a minor adjustment to these suggested grades.\r
-\r
-<P><B>Criterion Grading.</B> The elements will give a set of "level" statements\r
-which can be used to rank the assignment. The statements may be cumulative or they may \r
-each be self contained. The assessor must decide which statement best fits each piece of\r
-work. The teacher must also relate each criterion statement with a suggested grade. These\r
-should normally be in order. The assessor can make a minor adjustment to these \r
-suggested grades.</P>\r
-\r
-<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than\r
-one criteria. The number of criteria is given in the assignment parameters. Within each\r
-criterion there can be up to five "level" statements. In a given assignment\r
-the number of levels can vary from criterion to criterion. When setting up a criterion a\r
-blank level statement signals the end of the level statements. Thus some criteria may have\r
-two levels, others have three, up to five levels. The criteria can be weighted. The levels\r
-are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these\r
-scores.\r
-</P>
\ No newline at end of file
+++ /dev/null
-<P ALIGN=CENTER><B>The Final Grades</B></P>\r
-\r
-<P>The table on this screen lists the final grades and their breakdown as shown to \r
- the students. If there are missing values in the table then it is possible to "go back"\r
- and add these. In fact, there are two adjustments which can be made to the Final Grades.\r
- \r
-<OL>\r
-<LI>If a teacher's grade needs to be added then the piece of work can be \r
- graded by going \r
- to the teacher's Management screen for assignment and clicking on the link "Student\r
- Submissions for Assessment". Any otherstanding submissions can be graded. Once this has \r
- been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a\r
- similar way any assessments which have not been graded can be graded from the Management \r
- screen.\r
-<LI>If it is desired to use a different weighting scheme then the assignment should be moved\r
- back to Phase 3 and link "Calculate Final Grades" can be clicked and the new \r
- weights entered. After the grades have been re-calcualted the assignment should be moved \r
- to Phase 4 to make the new grades available.\r
-</OL>\r
-\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>A Graded Peer Assignment</B></P>\r
-\r
-<P>This shows the grades and comments made on the submitted piece of\r
- work. You can if you wish reply to this assessment and choose not to\r
- accept it (at this stage). If that is the case, please enter your reply in the\r
- box at the foot of the page giving the reason why you are not happy with \r
- the assessment. Then click on the button at the foot of the page and \r
- choose NO when asked whether you are happy with this assessment.\r
-\r
-<P>If, on the other hand. you are happy with the assessment simply \r
- click on the button at the foot of the page and then click on YES when\r
- asked whether you are happy with this assessment.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Grading of Peer Assignments</B></P>\r
-\r
-<P>For ease of grading a Peer Assignment is divided into a number of \r
- assessment "elements". Each element covers\r
- a particular aspect of the assignment. Depending on the type of assessment,\r
- for each element you should\r
-<OL>\r
-<LI>Enter a Grade by clicking in the appropriate button or selecting an appropriate\r
- number from the drop down menu.\r
- \r
-<LI>Enter an explaination of why you gave that grade in the Feedback box. If\r
- you feel that the reason is obvious then leave the box empty. Note, however,\r
- that the teacher may look at your assessment and may well query a grade \r
- if there is no explaination.\r
-</OL>\r
-\r
-<P>In other type of asessments, you are asked to determine if various items\r
- are present or absent, in others you are asked to choose which statement best \r
- fits the peice of work. In both of these assignments you can adjust the grade\r
- somewhat as you see fit.\r
-\r
-<P>The last box on this form allows you to make a general comment on the \r
- work. This should justify your assessment. It should be polite and as far as\r
- possible constructive. Your assessment will be shown to the student who\r
- produced the piece of work.\r
-\r
-<P>You have a limited period of time, typically half an hour, in which to\r
- change your mind and alter your grades or comments. Once that period\r
- is over the person whose work you are assessing is notified about the assessment.\r
- At that stage you can view your assessment but you cannot change it.\r
-\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Grading the Student Assessments</B></P>\r
-\r
-<P>This screen is used to enter the teacher's grade for the assessment made\r
- by the student during the submission and assessment phase of the assignment. A relatively\r
- simple grading is used, the score out of 20. The treacher can decide what is\r
- being graded and the relative scores from the instructions given to the students\r
- before the assignment started. For example, at a higher level the students may be\r
- required to give critical comments, at an intermediate level the students may be\r
- required to point out strengths and weaknesses, and at a lower level the students \r
- may be simply pointing out errors and inaccuracies.</P>\r
- \r
-<P>If available the Teacher's own assessment is shown before that of the\r
- student so an easy comparison can be made. The teacher's own \r
- comments can act as a kind of benchmark.</P>\r
-\r
-<P>The grade for the assessment is\r
- saved by clicking on the apprpriate button at the foot of the page. There is a\r
- chance to repeat the grading within the "editing" period. Once that\r
- time has elapsed the teacher's comment is made available to the student. The \r
- "grading grade", however, is not revealed to the student until the\r
- final grades are made available. (The reason for this is the likely confusion \r
- between the grade for the peice of work and the grade for the ASSESSMENT \r
- of that work, at an early stage of an assignment the distinction will not be \r
- clear to students.)</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Grading Strategy</B></P>\r
-\r
-<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:\r
-\r
-<OL>\r
-<LI><B>No grading:</B> In this type of assignment the teacher is not \r
- interested in quantative assessment from the students at all. The students\r
- make comments of the pieces of works but not grade them. The teacher,\r
- however, can, if desired, grade the student comments. These \r
- "grading grades" form the basis of the students' final grades.\r
- If the teacher does not grade the student assessments then the assignment \r
- does not have any final grades.\r
- \r
-<LI><B>Accumulative grading:</B> This is the default type of grading.\r
- In this type of assignment the grade of each\r
- assessment is made up of a number of "assessment elements".\r
- Each element should cover\r
- a particular aspect of the assignment. Typically an assignment will have\r
- something between 5 to 15 elements for comments and grading, the \r
- actual number depending on the size and complexity of the assignment. A peer \r
- assignment with only one element is allowed and has a similar assessment\r
- strategy to the standard Moodle Assignment. \r
- \r
-<P>Elements have the following three features:\r
-<OL>\r
-<LI>The DESCRIPTION of the assessment element. This should clearly state what \r
- aspect of the assignment is being assessed. If the assessment is qualatative\r
- it is helpful to give details of what is considered excellent, average \r
- and poor.\r
- \r
-<LI>The SCALE of the assessment element. There are a number of prefined\r
- scales. These range from simple Yes/No scales, through multipoint scales to\r
- a full percentage scale. Each element has its own scale which should be choosen\r
- to fit the number of possible variations for that element. Note that the scale \r
- does NOT determine the element's importance when calculating the overall \r
- grade, a two point scale has the same "influence" as a 100 point \r
- scale if the respective elements have the same weight...\r
-\r
-<LI>The WEIGHT of the assessment element. By default the elements are given the same \r
- importance when calculating the overall grade of the assignment. This can be\r
- changed by giving the more importance elements a weight greater than one, and\r
- the less important elements a weight below one. Changing the weights does NOT \r
- effect the maximum grade, that value is fixed by the Maximum Grade parameter\r
- of the peer assignment. Weights can be assigned negative values, this is an \r
- experimental feature.\r
-</OL>\r
-\r
-<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are \r
- graded on a set of Yes/No scales. The grade is determined by the "Grade\r
- Table " which gives the relationship between the number of \r
- "errors" and the suggested grade. For example an assignment may have six\r
- significant items which should be present, the Grade Table will give suggested\r
- grades if all are present, one is absent, if two are absent, etc. The individual\r
- items can, if desired, be given weighting factors if some items are more important\r
- than others. The number of "errors" is a weighted sum of the items not\r
- present. By default each item is given a weight of one. The grading table is likely \r
- to be non-linear, for example\r
- the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for \r
- an assignment with 10 items.The assessor can adjust the suggested grade by up \r
- to 20% either way to give the submission's final grade.\r
- \r
-<LI><B>Criteria Grading:</B> This is simpliest type of assessment to grade (although \r
- not necessarily the most straightforward to set up). The submissions are \r
- graded against a set of criteria statments. The assessor choses which statement \r
- best fits the piece of work. The grade is determined by a "Criteria \r
- Table" which gives the suggested grade for each criterion. For example\r
- an assignment may be set up with, say, five criteria statements and the assessors\r
- must then choose one of the five statements for each of their assessments. As with\r
- the Banded assignment the assessor can adjust the suggested grade by up to \r
- 20% to give the final grade.\r
-</OL>\r
-\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Grading of Student Submissions</B></P>\r
-\r
-<P>In general the teacher will want to assess the work submitted by the\r
- students. The assessments are shown to the students and should provide\r
- feedback on their work.</P>\r
-<P>The grades from these assessments can be used\r
- in two ways in the final grade calculation. Firstly, the grade itself can be \r
- used as a (weighted) component in the final grade. Secondly, these \r
- grades can optionally be added into the pool of peer assessments and \r
- used as a "calming factor" if it felt that the student \r
- assessments are too high or too low.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Including Self in the Assignment</B></P>\r
-\r
-<P>A peer graded assignment can optionally include the student's own work\r
- in the set of pieces each student is asked to grade. This will mean that if, say, the\r
- number of peer assessors is 5, then each student will be asked to grade 6 \r
- pieces of work, one of them being their own work.\r
- \r
-<P>If the number of peer assessors is set to zero and the include self option\r
- is turned on then the assignment becomes a self-graded assignment. This\r
- may or may not include the teacher's grading depending on whether that\r
- option is set or not.\r
- \r
-</P>\r
+++ /dev/null
-<p>Workshop module</p>\r
-<ul>\r
- <li><a href="help.php?module=workshop&file=graded.html">A Graded Peer Assignment</a>\r
- <li><a href="help.php?module=workshop&file=addingacomment.html">Adding a Comment</a>\r
- <li><a href="help.php?module=workshop&file=anonymous.html">Anonymous Grading</a>\r
- <li><a href="help.php?module=workshop&file=assessmentofexamples.html">Assessment of Teacher's Examples</a>\r
- <li><a href="help.php?module=workshop&file=elements.html">Assignment Elements</a>\r
- <li><a href="help.php?module=workshop&file=teachersgradings.html">Display of Teacher's Grades</a>\r
- <li><a href="help.php?module=workshop&file=editingacomment.html">Editing a Comment</a>\r
- <li><a href="help.php?module=workshop&file=grading.html">Grading of Peer Assignments</a>\r
- <li><a href="help.php?module=workshop&file=gradingstrategy.html">Grading Strategy</a>\r
- <li><a href="help.php?module=workshop&file=gradingsubmissions.html">Grading of Student Submissions</a>\r
- <li><a href="help.php?module=workshop&file=gradingassessments.html">Grading the Student Assessments</a>\r
- <li><a href="help.php?module=workshop&file=showinggrades.html">Hiding the Display of Grades</a>\r
- <li><a href="help.php?module=workshop&file=includeself.html">Including Self in the Assignment</a>\r
- <li><a href="help.php?module=workshop&file=managing.html">Managing a Workshop Assignment</a>\r
- <li><a href="help.php?module=workshop&file=nassessmentsofstudentsubmissions.html">Number of Assessments of Student submissions</a>\r
- <li><a href="help.php?module=workshop&file=nassessmentsofteachersexamples.html">Number of Assessments of Teacher's Examples</a>\r
- <li><a href="help.php?module=workshop&file=nelements.html">Number of Comments, Elements, Bands or Criteria</a>\r
- <li><a href="help.php?module=workshop&file=numberofassessors.html">Number of Peer Assessors</a>\r
- <li><a href="help.php?module=workshop&file=assignmenttype.html">Peer Graded Assignment Type</a>\r
- <li><a href="help.php?module=workshop&file=resubmit.html">Resubmitting assignments</a>\r
- <li><a href="help.php?module=workshop&file=selfassessment.html">Self Assessment</a>\r
- <li><a href="help.php?module=workshop&file=specimen.html">Specimen Assessment Form</a>\r
- <li><a href="help.php?module=workshop&file=submissionofexamples.html">Submission of Teacher's Examples</a>\r
- <li><a href="help.php?module=workshop&file=breakdownoffinalgrade.html">The Breakdown of the Final Grade</a>\r
- <li><a href="help.php?module=workshop&file=calculatingfinalgrade.html">The Calculation of the Final Grade</a>\r
- <li><a href="help.php?module=workshop&file=finalgrades.html">The Final Grades</a>\r
- <li><a href="help.php?module=workshop&file=ungradedassessments_student.html">UnGraded Assessments (Student Submissions)</a>\r
- <li><a href="help.php?module=workshop&file=ungradedassessments_teacher.html">UnGraded Assessments (Teacher Submissions)</a>\r
-</ul>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Managing a Workshop Assignment</B></P>\r
-\r
-<P>A Workshop Assignment is more complex than an ordinary assignment.\r
- It involves a number of steps or phases. These are\r
-<OL>\r
-<LI>The assessment of the assignment should be broken into a number\r
- of assessment ELEMENTS. This makes the grading of an assignment less\r
- arbitary and gives the students a framework on which to make assessments. \r
- The teacher has the role of setting up the assessment elements thus making a\r
- grading sheet. (See that page for more details.)\r
- \r
- <P>With the assessment elements set up the teacher will normally submit a \r
- small number of example pieces of work. These are practice pieces for the \r
- students to assess before preparing their own pieces of work. However, \r
- before the assignment is made available to students, these example \r
- pieces should be assessed by the teacher. This provides the teacher \r
- with specimen "answers" when reviewing the students' assessments \r
- of those examples (produced in the next phase).\r
- <P>The submission of example pieces of work by the teacher is optional \r
- and for certain assignments may not be appropriate.</P>\r
- \r
-<LI>The assignment is now opened to the students. If the teacher has set up\r
- example pieces of work the students are required to assess a specified number \r
- of these. (The number of assessments was given when the assignment was\r
- created.) Once a student has made the required number of assessments \r
- they can then submit their own work. In the case of an assignment with no\r
- examples, the students are free to submit their own work without any delay.\r
- <P>When a student submits a piece of work the teacher can, if desired, assess that\r
- work. This assessment can be incorporated into the student's final grade. These\r
- assessments can take place either during the submission phase of the \r
- assignment or after the submission deadline.</P>\r
- <P>If the assignment incorporates peer assessment, students who have submitted\r
- work are shown other students' work to assess. When they have made an assessment\r
- their peer can see that assessment. The student who submitted the work can \r
- comment on the assessment if that option was chosen for this assignment. \r
- The teacher can, if desired, grade these peer assessments and \r
- these scores can be taken forward towards the students' final grades (but that\r
- is not really necessary in many cases, see the next phase).</P>\r
-\r
-<LI>After the deadline has passed, the teacher moves the assignment to the next phase\r
- where further submissions and assessments by students are not allowed. The teacher \r
- can, if wished, complete the grading of assessments made on the examples and the \r
- grading of the student submissions. They can also grade the peer assessments made \r
- by the students. This is NOT really necessary as, provided a reason number of \r
- assessments have been made on each submission, the "grading \r
- performance" of each student can be determined from the relative scores. \r
- <P>When the grading has been completed, the teacher calculates the final grades\r
- of the students. These final grades are normally made up of three components, \r
- teacher's grade of the student's work, mean peer grade of the student's work\r
- and the student's grading performance. The last can include the mean "grading \r
- grade" entered by the teacher against a student's comments. These three \r
- components are given weights by the teacher before the calculation of the final \r
- grades takes place.\r
-\r
-<LI>The final phase of the assignment is entered to allow the students to see their\r
- final grades. The teacher can, if desired, backtrack the assignment to allow some \r
- adjustment of, say, the weights used in the final grade calculation, the revised \r
- grades can then be shown to the students. \r
- <P>The students (and the teacher) are also shown a "League Table"\r
- of the student submissions. These are listed in order of grade, the top submission\r
- is first. Here the grade given to the submission is a combination of the teacher's\r
- grade and the average of the peer grades (if they are available). The weighting\r
- used is that given during the previous phase.</P>\r
-</OL>\r
-<P>At any phase of the assignment the teacher can open the "Administration"\r
-page. This shows the current state of the assignment. It lists the Teacher's example\r
-submissions (if any), the students' assessments (of the teacher's examples, their own \r
-work, and of other students' submissions), and the submissions of the students. \r
-The teacher can use this page to assess and re-assess submissions, grade and \r
-re-grade assessments, delete submissions and assessments, and generally watch \r
-the progress of the assignment.</P>\r
-</P>\r
+++ /dev/null
-<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/workshop/icon.gif"> <B>Workshop</B></P>\r
-<UL>\r
-<P>A Workshop is a peer assessment activity with a huge array of options.\r
- It allows participants to assess each other's projects, as well as \r
- exemplar projects, in a number of ways. It also coordinates the \r
- collection and distribution of these assessments in a variety of ways.\r
- The Workshop module is contributed by Ray Kingdon.\r
-</P>\r
-</UL>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Number of Assessments of Student submissions</B></P>\r
-\r
-<P>This number determines whether the students are asked to peer assess\r
- other students' work. If it is\r
- not zero then each student is offered that number of pieces \r
- of work from other students. After assessment the originator of the work\r
- can view the comments and possibly the grade given by their peer. \r
- (The peer assessment process may be iterative depending on the setting of\r
- "Agree Assessments" option.) The teacher can also,\r
- if desired, grade these assessments and those grades can be used in the calculation of\r
- the final marks. The student is shown the teacher's comments and grade \r
- for each of their assessments if available.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Number of Assessments of Teacher's Examples</B></P>\r
-\r
-<P>This number determines whether the students are asked to assess\r
- any example pieces of work before submitting their own work. If it is\r
- non-zero then each student must assess that number of example pieces \r
- of work. They cannot submit their own work until these assessments\r
- have been made. The teacher can, if wished, grade these assessments\r
- and use those grades in the students' final grade. Any comments from\r
- the teacher on these assessments are made available to the student but\r
- the teacher's "grading grades" are not shown to the student\r
- until after the deadline for submissions has passed.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Number of Comments, Elements, Bands or Criteria</B></P>\r
-\r
-<P>The number entered here determines how many items will be used in\r
- the assessments. Depending on the type of grading strategy, this number\r
- gives the number of comments, assessments elements, bands or criteria \r
- to be used in the assessments. Typically an assignment will have\r
- something between 5 to 15 assessment items, the \r
- actual number depending on the size and complexity of the assignment. \r
- \r
-<P>All assessments have a General Comments field. For a "No \r
- Grading" assignment the value given here determines the \r
- number of additional comment areas. It can be specified as zero and results\r
- in the assessment having only a single General Comments area.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Number of Peer Assessors</B></P>\r
-\r
-<P>A peer graded assignment will normally have around 3 to 8 peer\r
- assessors. That is, in the peer grading phase, each student will be \r
- asked to grade this number of pieces of work from the other students \r
- in the class. The larger the assignment is, in terms of content, the \r
- smaller this number should be, else the grading burden on the \r
- students becomes onerous. However, each student should see sufficient\r
- examples to gain an insight into what constitutes a good piece of work \r
- and a poor piece of work. Further for the grading performance of a\r
- student to be assessed meaningfully the greater the number of peer \r
- gradings the better. This performance is unlikely to be valid if only three \r
- or four gradings are done by each student.\r
- \r
-<P>Provided there is enough pieces of work submitted (actually 10 or \r
- more), the system will allocate each student at least one "good" and\r
- at least one "poor" piece of work. However, this can only be done if the\r
- teacher has graded the pieces of work BEORE the allocation of (peer) grading\r
- work is done. The teacher does NOT, however, have to grade all the \r
- pieces of work, a sample is sufficient. Further, the teacher's gradings need \r
- NOT be the final gradings, a preliminary grading is good enough. Note,\r
- however, that if the option to show teacher's gradings is turned on,\r
- these gradings will be shown to the students at the end of the submission\r
- phase.\r
- \r
-<P>The number of peer assesors can be zero. In which case the assignment \r
- becomes either a self-graded assignment if that option is turned on, or\r
- a normal teacher-graded assignment.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Resubmitting assignments</B></P>\r
-\r
-<P>By default, students cannot resubmit assignments, they are allowed only one submission.</P>\r
-\r
-<P>If you turn this option on, then students will be allowed to submit more than one piece of work\r
- to this assignment. This may be useful if the teacher wants to encourage students to do better \r
- work by an iterative process.</P>\r
-\r
-<P>The assessment of submissions is allocated on the basis of the number of assessments a piece\r
- of work has had. Thus new submissions from a student are likely to be candidates for peer \r
- assessment. However, if a student resubmits a number of pieces of work in quick succession then\r
- they are all equally likely to be assessed. The assignment does NOT give priority to the newest \r
- submission.\r
- \r
-<P>When the student's final grade is calculated the submission with the highest grade is used. Here\r
- highest grade means the weighted combination of the teacher's grade and the peer grade if\r
- both are available.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Self Assessment</B></P>\r
-\r
-<P>A workshop assignment can optionally include the student's own work\r
- in the set of pieces each student is asked to assess. This will mean that if, say, the\r
- number of student pieces of work each student has to assess is set at 5, then \r
- each student will be asked to assess 6 pieces of work, one of them being their own work.\r
- \r
-<P>If the number of student pieces of work is set to zero and the self assessment option\r
- is turned on then the assignment becomes a self-graded assignment. This\r
- may or may not include the teacher's grading depending on the teacher's decision.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Hiding the Display of Grades</B></P>\r
-\r
-<P>This option can be used in a workshop assignment where there \r
- must be agreement between the students on each assessment .\r
- The default value is to show the student whose work is being \r
- assessed both the comments and the grades in the peer assessments. This\r
- may lead to more disputes than when the option is turned on and the \r
- assessments are shown without the grades. \r
-\r
-<P>If the option is taken to hide grades in the peer assessments the\r
- grades are revealed once agreement has been reached. This agreement\r
- will, of course, have been made only on the comments. If these comments\r
- do not reasonably match the grades then the student whose work is being \r
- assessed may well appeal to the teacher.\r
-</P>\r
+++ /dev/null
-<p align="center"><b>Specimen Assessment Form</b></p>\r
-\r
-<p>This page shows shows the details of the actual form used to grade\r
- your assignment. It will be used by the teacher to grade your work. Further,\r
- in a peer graded asignment, the same form will be used by yourself and\r
- your fellow students to grade the submitted pieces of work.</p>\r
- \r
-<p>Please note that although you can change the grades on \r
- this form these changes are NOT saved. This is simply a specimen form, \r
- but a very similar form will be used by the teacher and possibly by you \r
- during this assignment.</p>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Submission of Teacher's Examples</B></P>\r
-\r
-<P>If the students are required to assess some example pieces of work \r
- before submitting their own work, the teacher uses this link to submit \r
- that work. The teacher can submit any number of pieces of work. If the\r
- number of pieces of work is greater than the number of example \r
- assessments each student must make, then the work is allocated in a\r
- random but balanced fashion. The system tries to assure that each of\r
- the examples is allocated to the students the same number of times.\r
- The allocation is random in that if, say, ten examples are submitted then\r
- it is highly unlikely that the first student is allocated submissions \r
- 1, 2 and 3 to assess.</P>\r
-\r
-<P>If the teacher submits a fewer number of examples than given\r
- in the corresponding parameter of the assignment, the students\r
- are given just those examples to assess.</P>\r
- \r
-<P>After the teacher has submitted the examples it is useful for the \r
- teacher to assess these examples, if only partially. These assessments\r
- are private to the teacher, they are NOT show to the students at any \r
- stage during the assignment. They are, however, shown to the teacher\r
- when the teacher looks at the student assessments of the examples.\r
- When grading the student assessment the teacher sees their own\r
- assessment at the top of the screen and the student's assessment\r
- of the same piece of work at the bottom. The "extra"\r
- assessment acts as a reference source and a reminder of the \r
- salient points in the example.\r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>Display of Teacher's Grades</B></P>\r
-\r
-<P>A peer graded assignment can optionally make the teacher's comments \r
- and grades available to the student's. If desired, these are shown after the\r
- submission deadline, or later if the grades are not available then. The teacher's\r
- comments and grades may well help the students when making their own\r
- (peer) assessments on other student's work.\r
- \r
-<P>Note that even when the peer grading is done anonymously, the \r
- teacher's grades are always shown to the students with the teacher's \r
- name and, if available, their photo.\r
- \r
-</P>\r
+++ /dev/null
-<P ALIGN=CENTER><B>UnGraded Assessments (Student Submissions)</B></P>\r
-\r
-<P><B>Assessment of Student Submissions</B> These are the peer assessments\r
- made by students on eachother's work. In general, these assessments do NOT\r
- have to be graded by the teacher. Provided each of the student submissions is\r
- assessed about five times, the system can make a reasonable judgement on \r
- the inidivual assessment performance of the students. When the number of\r
- peer assessments is low then the teacher may want to grade these \r
- assessments. Any grades given to the assessments can be taken into account\r
- when calculating the final grades for the students.\r
-</OL>\r
+++ /dev/null
-<P ALIGN=CENTER><B>UnGraded Assessments (Teacher Submissions)</B></P>\r
-\r
-<P><B>Assessments of Teacher Submissions</B> These are assessments of\r
- the example pieces of work which the assignment may require the students \r
- to make before they can submit their own work. These assessments should, \r
- in general, be graded by the teacher. The assessments will show whether the\r
- student understand the assignment and will provide possibly useful feedback\r
- to the teacher on whether any remedial action or fine tuning of the \r
- assignment is necessary. Further, if an assessment is graded the teacher's\r
- comments are made available to the student. These may provide valuable\r
- guidance to the student in the preparation of their own piece of work for\r
- the assignment. </P>\r
- \r
- <P>These assessments do not have to be graded. Leaving a student's\r
- assessment of the examples ungraded when NOT stop that student from \r
- submitting their own work. It is recommended, however, that all least a \r
- sample of the assessments are graded for the reasons mentioned above.</P>\r
- \r
projects / moodle.git / commitdiff