+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: Coding Guidelines</title>
from your code using get_string() or print_string().</li>
<li class="spaced">All help files should be translatable - create new texts
in the "en/help" directory and call them using helpbutton().
- <p>If you need to update a help file:
+ <p>If you need to update a help file: </p>
<ul>
<li>with a minor change, where an old translation of the
file would still make sense, then it's OK to make the change
new code and the help index files should also be modified to point
to the newest versions.</li>
</ul>
- </p>
+
</li>
<li class="spaced">Incoming data from the browser (sent via GET or POST) automatically
has magic_quotes applied (regardless of the PHP settings) so that you can safely
URL: <a href="http://www.michelf.com/projects/php-markdown/" target="newpage">http://www.michelf.com/projects/php-markdown/</a><br />
</p>
</blockquote>
- <p>
<p><b>Snoopy</b> - lib/snoopy</p>
<blockquote>
<p>A PHP net client<br />
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: How to use CVS</title>
4.3. <a href="#4.3">Feature branches for large changes</a> </li>
</ol>
<p> </p>
- <h2><a name="1"></a>1. Joining the project as a developer</h2>
+ <h2><a name="1" id="1"></a>1. Joining the project as a developer</h2>
<blockquote>
<p>So, you've been offered CVS write access to help us develop and maintain Moodle! <a href="http://sourceforge.net/project/memberlist.php?group_id=30935">Welcome aboard</a>!</p>
<p>To be able to write changes into <a target="_top" href="http://cvs.sourceforge.net/cgi-bin/viewcvs.cgi/moodle/moodle/">Moodle's CVS archive</a>, you first need to have an account at Sourceforge (<a href="http://sourceforge.net/account/register.php">registration is free and easy</a>). For the examples on this page, let's assume your username is <strong><font color="#990000">myusername</font></strong> and your password is <strong><font color="#990000">mypassword</font></strong>. Take special note of the sourceforge instructions to <a target="_top" href="http://sourceforge.net/docman/display_doc.php?docid=768&group_id=1#develhomedir">create your CVS home directory</a> - something you have to do with every new account to "enable" it for CVS. Basically you just have to use ssh to interactively connect to cvs.sourceforge.net.</p>
<div class="commandline">cvs tag -R MOODLE_XX_WIDGET_PRE</div></li>
<li>Create your branch called <span class="style1"><strong>MOODLE_XX_WIDGET</strong></span>
<br /><br />
- <div class="commandline">cvs tag -Rb <span class="style1">MOODLE_XX_WIDGET</span></strong></div></li>
+ <div class="commandline">cvs tag -Rb <span class="style1">MOODLE_XX_WIDGET</span></div></li>
<li>Work in that branch until the feature is reasonably stable. Commit as necessary.
<br /><br />
<div class="commandline">cvs commit</div></li>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Developers Manual</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
<li>survey.php - strings for survey module</li>
<li>.... plus other modules if any.<br />
<br />
- A string is called from these files using the <strong><em>get_string()</em></strong><em>
- </em>or<em> <strong>print_string()</strong> </em>functions. Each string
+ A string is called from these files using the <strong><em>get_string()</em></strong> or<em> <strong>print_string()</strong> </em>functions. Each string
supports variable substitution, to support variable ordering in different
languages.<em><br />
<br />
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: Frequently Asked Questions (FAQ)</title>
<p class="questionlink"><a href="#locale">Why doesn't my Moodle site display the
- time & date correctly?</a></p>
+ time & date correctly?</a></p>
<p class="questionlink"><a href="#cron">Email copies are not being sent
-<h3><a name="locale"></a>Why doesn't my Moodle site display the time & date correctly?</h3>
+<h3><a name="locale"></a>Why doesn't my Moodle site display the time & date correctly?</h3>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Future</title>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Basic Installation</title>
web server setups, so this document may look long and complicated. Don't panic, once you know how to do it you can install Moodle in minutes!</p>
<p>If you have problems please read this document carefully - most common issues are answered in here.
If you still have trouble, you can seek help from
- <a target="_new" href="http://moodle.org/help">Moodle Help</a></p>
- <p>Another option is to contact a <a target="_new" href="http://moodle.com/hosting/">web hosting company</a>
+ <a target="_blank" href="http://moodle.org/help">Moodle Help</a></p>
+ <p>Another option is to contact a <a target="_blank" href="http://moodle.com/hosting/">web hosting company</a>
who can completely maintain Moodle for you, so that you can ignore all this and get straight into educating!
</p>
<p> </p>
<p>You can safely skip this section, but here is a quick summary of the contents of the Moodle folder, to help get
you oriented:</p>
<blockquote>
- <p><table><tr>
+ <table><tr>
<td width="130" valign="top">config.php</td>
<td valign="top">-</td>
<td valign="top">
<td valign="top">
the front page of the site
</td></tr></table>
- </p>
<ul>
<li>admin/ - code to administrate the whole server </li>
<li>auth/ - plugin modules to authenticate users </li>
</blockquote>
-</blockquote>
+
<h3 class="sectionheading"><a name="admin"></a>5. Go to the admin page to continue configuration </h3>
<blockquote>
<p>Once the basic <strong>config.php</strong> has been correctly created in the previous step, trying to access the front page of your site will take you the "admin" page for the rest of the configuration.</p>
pressing ESC. You save and exit by typing ":wq", or quit without saving using ":q!" (without the quotes).</p>
</blockquote>
<p> </p>
- <p></p>
</blockquote>
<h3 class="sectionheading"><a name="course"></a>7. Create a new course</h3>
<blockquote>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Installing PHP and MySQL</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
<html>
<head>
<title>Moodle Docs: Frequently Asked Questions (FAQ)</title>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Current Release notes</title>
</dl>
<p> </p>
<dl>
- <dt>
- <div align="center" class="style1"></div>
- </dt>
<dd> </dd>
<dt> </dt>
<dd>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Old Release notes</title>
</dd>
</dl>
<dl>
- <dt></dt>
+
<dt>Courses</dt>
</dl>
<dl>
</dd>
</dl>
<dl>
- <dt></dt>
<dt>Languages</dt>
</dl>
<dl>
</dd>
</dl>
<dl>
- <dt></dt>
<dt>Forum</dt>
</dl>
<dl>
</dd>
</dl>
<dl>
- <dt></dt>
<dt>Resources</dt>
</dl>
<dl>
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Teachers Manual</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
-<html><head>
+<html>
+<head>
<title>Moodle translation guide</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
<p style="margin-left: 40px;">If you are committed to maintaining a language in Moodle, it's best to use <a href="?file=cvs.html">Moodle CVS</a> so that you have an up-to-date version of Moodle, and can easily "check in" your changes directly into the Moodle project. Contact <a href="mailto:tra%6es%6ca%74%69o%6e%40%6d%6f%6f%64%6c%65.org">translation@moodle.org</a> if you need help setting this up.<br />
</p>
-<p style="margin-left: 40px;">You must also subscribe to the <a target="_top" href="http://moodle.org/mod/forum/view.php?id=43">Languages Forum</a> for news and discussion about issues that affect translations.<br \>
+<p style="margin-left: 40px;">You must also subscribe to the <a target="_top" href="http://moodle.org/mod/forum/view.php?id=43">Languages Forum</a> for news and discussion about issues that affect translations.<br />
</p>
<p style="margin-left: 40px;">Finally, to keep in touch with changes in the project on a day-to-day basis it is a very good idea to subscribe to the <a href="http://sourceforge.net/mail/?group_id=30935" target="_top">CVS mailing list</a>. This helps to keep your
+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
+<html>
<head>
<title>Moodle Docs: Upgrading</title>
<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
comment to the Assessment form are:</p>
<ol>
- <li>Type the comment in the Feedback/Comment Box;
- <li>Click on the "Add Comment to Bank" button.
+ <li>Type the comment in the Feedback/Comment Box;</li>
+ <li>Click on the "Add Comment to Bank" button.</li>
</ol>
<p>The Assessment form is redisplayed. The new comment is left in the
<ol>
<li>Add additional explaination or clarification to the assessment (by
- the student who assessed the piece of work);
+ the student who assessed the piece of work);</li>
<li>Query the statements made in the assessment (by the student whose
- piece of work is being assessed;
+ piece of work is being assessed;</li>
<li>Try to resolve difficulties which may have arisen during the discussion
- on the assessment (by the teacher);
+ on the assessment (by the teacher);</li>
</ol>
<p>The aim of the comments is to try either reach agreement on the
current assessment or persuade the assessor to revise their assessment.
- This discussion should be undertaken in a reasonable way.
+ This discussion should be undertaken in a reasonable way. </p>
<p>If the work is reassessed then the old comments are discarded and
are no longer shown with the new assessment.
assessments made by other students. There is no feedback
from the students who submitted the work to the students who made
the assessment. That is, there is only one way feedback between
- peers on any one piece of work.
+ peers on any one piece of work.</li>
<li>In the submission and assessment phase the students see the
assessments made by other students and they are allowed to comment
either agreement is reached or the deadline is reached. An assessment
which is still in "dispute" when the deadline is reached
is not used in the final grades. This gives two way feedback
- between peers on each piece of work.
+ between peers on each piece of work.</li>
</ol>
<p>If the second method of working is chosen there is the option of switching off the display
of grades. That is, if this "hide grades" option is exercised, only the comments
-<P ALIGN=CENTER><B>Analysis of Assessments</B></P>
+<p align="center"><b>Analysis of Assessments</b></p>
-<P>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.
+<p>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.
</p>
<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
<p>The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.
</p>
-<ol><li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
+<ol>
+<li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
-<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit.
-</ul>
+<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. </li>
+</ul></li>
</ol>
<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
</p>
<p>A peer graded assignment can be graded anonymously. In this
case the names (and any photos) of the students doing the grading
are not shown. Only the (file) names of the submissions are used to identify
- the peices of work being graded.
+ the peices of work being graded. </p>
<p>When the peer graded assignment is not graded anonymously, the
pieces of work are shown with the names (and any photos) of the
- students who submitted the work. This may lead to bias in the gradings.
+ students who submitted the work. This may lead to bias in the gradings.</p>
<p>Note that if the teacher's grades are shown to the students these are
never shown anonymously.
grading pages. Assignments themselves are not given an overall grade.
However, the grading performance of the students is measured and
this, and only this measure contributes towards the final grades given
- to the students.
+ to the students.</li>
<li>Here the teacher and peers are asked to provide both feedback and
grades. The assignments are given an overall quantative grade as well
as the qualative data. The final grade for a student will be calculated
from the (weighted) contributions of the teacher's grade, the mean
- peers' grade and the student's grading performance.
+ peers' grade and the student's grading performance.</li>
</ol>
-
-</p>
+</p>
\ No newline at end of file
-<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>
+<p align="center"><b>The Breakdown of the Final Grade</b></p>
-<P>The table on this screen shows your final grade and how it was calculated.
- The final grade is made up from three possible components.
+<p>The table on this screen shows your final grade and how it was calculated.
+ The final grade is made up from three possible components.</p>
-<OL>
-<LI>The teacher's grade for your submitted work.
-<LI>The average of the peer grades for your submitted work.
-<LI>A grade for your performance in the peer grading phase. This
+<ol>
+<li>The teacher's grade for your submitted work.</li>
+<li>The average of the peer grades for your submitted work. </li>
+<li>A grade for your performance in the peer grading phase. This
performance was based by (a) whether your grades were too high or too low
when compared with the average grade of the other students (this is called bias),
(b) whether your grades follow, again on average, the grades given by
This was graded by the teacher. These three performance grades were weighted
by the factors 1:2:3 respectively to give an overall "grading"
grade. In other words the teacher's grading of the comments is given the
- same weight as the Bias and Reliability factors combined.
-</OL>
+ same weight as the Bias and Reliability factors combined.</li>
+</ol>
-<P>These three components can be weighted as deemed appropriate for the
+<p>These three components can be weighted as deemed appropriate for the
assignment. These weights are shown in the smaller table.
-</P>
+</p>
-<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
+<p align="center"><b>The Calculation of the Final Grade</b></p>
-<P>The table on this screen shows how the the final grades for the students
- are calculated. The final grades are a weighted sum of up to five components.
+<p>The table on this screen shows how the the final grades for the students
+ are calculated. The final grades are a weighted sum of up to five components.</p>
-<OL>
-<LI>The teacher's grade for their submitted work. This is optional and will be
+<ol>
+<li>The teacher's grade for their submitted work. This is optional and will be
used if the teacher actually assesses the student's work. If the student submits
more than one peice of work the "best" grade is used. Here, best
means the piece of work with the highest weighted combination of teacher's
- grade and peer grade...
-<LI>The average of the peer grades for their submitted work. Again if the student
+ grade and peer grade...</li>
+<li>The average of the peer grades for their submitted work. Again if the student
submits more than one peice of work the "best" grade is used. The
peer grade can optionally
include the teacher's grade. This grade would be included if the number of
peer gradings is very low or it is thought that the peer gradings are suspect
either because of bias (usually on the high side) or for not being reliable.
If included the teacher's grade is treated in the same way as a peer grade in
- the calculation of the average.
-<LI>The student's bias in grading peer work. This is measure of whether the
+ the calculation of the average.</li>
+<li>The student's bias in grading peer work. This is measure of whether the
student grades work either too high or too low. It is not an absolute measure
as it is based on the difference between the student's grade and the peer
averages for each of the submissions they assessed. In general this component
- should NOT be given a high weighting.
-<LI>The student's reliability in grading peer work. This is a measure on how well
+ should NOT be given a high weighting.</li>
+<li>The student's reliability in grading peer work. This is a measure on how well
a students grades follow the peer average for the peices of work they
assessed. The measure discounts the student bias and averages the absolute
differences between their grades and the peer average grades. In theory if
pieces of work their reliability will be high. If it is suspected that the students in
general are poor assessors then the teacher's grades should be included into
the ppeer averages, this should make the reliability values more meaningful.
-<LI>The average grade given by the teacher for the student's assessments.
+<li>The average grade given by the teacher for the student's assessments.</li>
This includes both the preliminary assessments made by the student on the
example pieces of work and any grading the teacher makes on the asessments
produced during the peer assessement phase of the assignment. In general this
component is probably more important than both the Bias and Reliability
- components and thus, if available, should be weighted higher.
-</OL>
+ components and thus, if available, should be weighted higher.</li>
+</ol>
-<P>These five components can be weighted as deemed appropriate for the
+<p>These five components can be weighted as deemed appropriate for the
assignment. For example the teacher's grade might be weighted strongly
if the peer grading part of the assignment is only considered a minor part
of the assignment as a whole. Alternatively, if the teacher only grades a few
of the submissions these grades can be ignored by giving them a zero weighting.
If the assignment is all about the students as judges and the providing of feedback
then first two components may be set to zero (or low) and the students'
- grading abilities will determine the final grades.
+ grading abilities will determine the final grades.</p>
-<P>Note that this screen is used iteratively and the final grades are not normally
+<p>Note that this screen is used iteratively and the final grades are not normally
made available to the students until the final phase of the assignment. Once the
the teacher is happy with the final grades and their weightings then they can
be made available to the students.
-</P>
+</p>
something between 5 to 15 elements for comments and grading, the
actual number depending on the size and complexity of the assignment. A peer
assignment with only one element is allowed and has a similar assessment
- strategy to the standard Moodle Assignment.
+ strategy to the standard Moodle Assignment. </p>
-<p>The type of elements dependent of the assignment's grading strategy.
+<p>The type of elements dependent of the assignment's grading strategy.</p>
<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
The assessor is asked to comment on each of these aspects. As with all the grading
- strategies, there is also an area for general comments.
+ strategies, there is also an area for general comments.</p>
<p><b>Accumulative Grading.</b> The elements have the following three features:
<li>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
- and poor.
+ and poor.</li>
<li>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
to fit the number of possible variations for that element. Note that the scale
does NOT determine the element's importance when calculating the overall
grade, a two point scale has the same "influence" as a 100 point
- scale if the respective elements have the same weight...
+ scale if the respective elements have the same weight...</li>
<li>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
the less important elements a weight below one. Changing the weights does NOT
effect the maximum grade, that value is fixed by the Maximum Grade parameter
of the peer assignment. Weights can be assigned negative values, this is an
- experimental feature.
+ experimental feature.</li>
</ol>
+</p>
+
<p><b>Error Banded Grading.</b> The elements will normally describe certain items
or aspects which must be present in the assignment. The assessment is made on the
present or absence of these items or aspects. The teacher must all set of grade table which
absent, etc. If certain items are more important than others then those items can be given
a weighting greater than one. Minor items can be given a weighting less than one. The
overall "error count" is a weighted sum of the missing items. The assessor
- can always make a minor adjustment to these suggested grades.
+ can always make a minor adjustment to these suggested grades.</p>
<p><b>Criterion Grading.</b> The elements will give a set of "level" statements
which can be used to rank the assignment. The statements may be cumulative or they may
Submissions for Assessment". Any otherstanding submissions can be graded. Once this has
been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
similar way any assessments which have not been graded can be graded from the Management
- screen.
+ screen.</li>
<li>If it is desired to use a different weighting scheme then the assignment should be moved
back to Phase 3 and link "Calculate Final Grades" can be clicked and the new
weights entered. After the grades have been re-calcualted the assignment should be moved
- to Phase 4 to make the new grades available.
+ to Phase 4 to make the new grades available.</li>
</ol>
</p>
for each element you should
<ol>
<li>Enter a Grade by clicking in the appropriate button or selecting an appropriate
- number from the drop down menu.
+ number from the drop down menu.</li>
<li>Enter an explaination of why you gave that grade in the Feedback box. If
you feel that the reason is obvious then leave the box empty. Note, however,
that the teacher may look at your assessment and may well query a grade
- if there is no explaination.
+ if there is no explaination.</li>
</ol>
<p>In other type of asessments, you are asked to determine if various items
are present or absent, in others you are asked to choose which statement best
fits the peice of work. In both of these assignments you can adjust the grade
- somewhat as you see fit.
+ somewhat as you see fit.</p>
<p>The last box on this form allows you to make a general comment on the
work. This should justify your assessment. It should be polite and as far as
possible constructive. Your assessment will be shown to the student who
- produced the piece of work.
+ produced the piece of work.</p>
<p>You have a limited period of time, typically half an hour, in which to
change your mind and alter your grades or comments. Once that period
however, can, if desired, grade the student comments. These
"grading grades" form the basis of the students' final grades.
If the teacher does not grade the student assessments then the assignment
- does not have any final grades.
+ does not have any final grades.</li>
<li><b>Accumulative grading:</b> This is the default type of grading.
In this type of assignment the grade of each
<li>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
- and poor.
+ and poor.</li>
<li>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
to fit the number of possible variations for that element. Note that the scale
does NOT determine the element's importance when calculating the overall
grade, a two point scale has the same "influence" as a 100 point
- scale if the respective elements have the same weight...
+ scale if the respective elements have the same weight...</li>
<li>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
the less important elements a weight below one. Changing the weights does NOT
effect the maximum grade, that value is fixed by the Maximum Grade parameter
of the peer assignment. Weights can be assigned negative values, this is an
- experimental feature.
-</ol>
+ experimental feature.</li>
+</ol></li>
<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
graded on a set of Yes/No scales. The grade is determined by the "Grade
to be non-linear, for example
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
an assignment with 10 items.The assessor can adjust the suggested grade by up
- to 20% either way to give the submission's final grade.
+ to 20% either way to give the submission's final grade.</li>
<li><b>Criteria Grading:</b> This is simpliest type of assessment to grade (although
not necessarily the most straightforward to set up). The submissions are
an assignment may be set up with, say, five criteria statements and the assessors
must then choose one of the five statements for each of their assessments. As with
the Banded assignment the assessor can adjust the suggested grade by up to
- 20% to give the final grade.
+ 20% to give the final grade.</li>
<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
sets of criteria. Each set covering a particular "Category", can have
up to five statements. The sets are given individual
weights and the grade is a weighted combination of the scores from each set. There
- is <b>no</b> adjustment option in this assessment type.
+ is <b>no</b> adjustment option in this assessment type. </li>
</ol>
</p>
<p>A peer graded assignment can optionally include the student's own work
in the set of pieces each student is asked to grade. This will mean that if, say, the
number of peer assessors is 5, then each student will be asked to grade 6
- pieces of work, one of them being their own work.
+ pieces of work, one of them being their own work.</p>
<p>If the number of peer assessors is set to zero and the include self option
is turned on then the assignment becomes a self-graded assignment. This
-<P ALIGN=CENTER><B>Include Teacher's Grade</B></P>
+<p align="center"><b>Include Teacher's Grade</b></p>
<p>This option allows the teacher's assessments of the submissions to be included
as though they were peer assessments. If this option is set to YES then the teacher's
<p>Workshop module</p>
<ul>
- <li><a href="help.php?module=workshop&file=graded.html">A Graded Peer Assignment</a>
- <li><a href="help.php?module=workshop&file=addingacomment.html">Adding a Comment</a>
- <li><a href="help.php?module=workshop&file=anonymous.html">Anonymous Grading</a>
- <li><a href="help.php?module=workshop&file=assessmentofexamples.html">Assessment of Teacher's Examples</a>
- <li><a href="help.php?module=workshop&file=elements.html">Assignment Elements</a>
- <li><a href="help.php?module=workshop&file=teachersgradings.html">Display of Teacher's Grades</a>
- <li><a href="help.php?module=workshop&file=editingacomment.html">Editing a Comment</a>
- <li><a href="help.php?module=workshop&file=grading.html">Grading of Peer Assignments</a>
- <li><a href="help.php?module=workshop&file=gradingstrategy.html">Grading Strategy</a>
- <li><a href="help.php?module=workshop&file=gradingsubmissions.html">Grading of Student Submissions</a>
- <li><a href="help.php?module=workshop&file=gradingassessments.html">Grading the Student Assessments</a>
- <li><a href="help.php?module=workshop&file=showinggrades.html">Hiding the Display of Grades</a>
- <li><a href="help.php?module=workshop&file=includeself.html">Including Self in the Assignment</a>
- <li><a href="help.php?module=workshop&file=managing.html">Managing a Workshop Assignment</a>
- <li><a href="help.php?module=workshop&file=nassessmentsofstudentsubmissions.html">Number of Assessments of Student submissions</a>
- <li><a href="help.php?module=workshop&file=nassessmentsofteachersexamples.html">Number of Assessments of Teacher's Examples</a>
- <li><a href="help.php?module=workshop&file=nelements.html">Number of Comments, Elements, Bands or Criteria</a>
- <li><a href="help.php?module=workshop&file=numberofassessors.html">Number of Peer Assessors</a>
- <li><a href="help.php?module=workshop&file=assignmenttype.html">Peer Graded Assignment Type</a>
- <li><a href="help.php?module=workshop&file=resubmit.html">Resubmitting assignments</a>
- <li><a href="help.php?module=workshop&file=selfassessment.html">Self Assessment</a>
- <li><a href="help.php?module=workshop&file=specimen.html">Specimen Assessment Form</a>
- <li><a href="help.php?module=workshop&file=submissionofexamples.html">Submission of Teacher's Examples</a>
- <li><a href="help.php?module=workshop&file=breakdownoffinalgrade.html">The Breakdown of the Final Grade</a>
- <li><a href="help.php?module=workshop&file=calculatingfinalgrade.html">The Calculation of the Final Grade</a>
- <li><a href="help.php?module=workshop&file=finalgrades.html">The Final Grades</a>
- <li><a href="help.php?module=workshop&file=ungradedassessments_student.html">UnGraded Assessments (Student Submissions)</a>
- <li><a href="help.php?module=workshop&file=ungradedassessments_teacher.html">UnGraded Assessments (Teacher Submissions)</a>
+ <li><a href="help.php?module=workshop&file=graded.html">A Graded Peer Assignment</a></li>
+ <li><a href="help.php?module=workshop&file=addingacomment.html">Adding a Comment</a></li>
+ <li><a href="help.php?module=workshop&file=anonymous.html">Anonymous Grading</a></li>
+ <li><a href="help.php?module=workshop&file=assessmentofexamples.html">Assessment of Teacher's Examples</a></li>
+ <li><a href="help.php?module=workshop&file=elements.html">Assignment Elements</a></li>
+ <li><a href="help.php?module=workshop&file=teachersgradings.html">Display of Teacher's Grades</a></li>
+ <li><a href="help.php?module=workshop&file=editingacomment.html">Editing a Comment</a></li>
+ <li><a href="help.php?module=workshop&file=grading.html">Grading of Peer Assignments</a></li>
+ <li><a href="help.php?module=workshop&file=gradingstrategy.html">Grading Strategy</a></li>
+ <li><a href="help.php?module=workshop&file=gradingsubmissions.html">Grading of Student Submissions</a></li>
+ <li><a href="help.php?module=workshop&file=gradingassessments.html">Grading the Student Assessments</a></li>
+ <li><a href="help.php?module=workshop&file=showinggrades.html">Hiding the Display of Grades</a></li>
+ <li><a href="help.php?module=workshop&file=includeself.html">Including Self in the Assignment</a></li>
+ <li><a href="help.php?module=workshop&file=managing.html">Managing a Workshop Assignment</a></li>
+ <li><a href="help.php?module=workshop&file=nassessmentsofstudentsubmissions.html">Number of Assessments of Student submissions</a></li>
+ <li><a href="help.php?module=workshop&file=nassessmentsofteachersexamples.html">Number of Assessments of Teacher's Examples</a></li>
+ <li><a href="help.php?module=workshop&file=nelements.html">Number of Comments, Elements, Bands or Criteria</a></li>
+ <li><a href="help.php?module=workshop&file=numberofassessors.html">Number of Peer Assessors</a></li>
+ <li><a href="help.php?module=workshop&file=assignmenttype.html">Peer Graded Assignment Type</a></li>
+ <li><a href="help.php?module=workshop&file=resubmit.html">Resubmitting assignments</a></li>
+ <li><a href="help.php?module=workshop&file=selfassessment.html">Self Assessment</a></li>
+ <li><a href="help.php?module=workshop&file=specimen.html">Specimen Assessment Form</a></li>
+ <li><a href="help.php?module=workshop&file=submissionofexamples.html">Submission of Teacher's Examples</a></li>
+ <li><a href="help.php?module=workshop&file=breakdownoffinalgrade.html">The Breakdown of the Final Grade</a></li>
+ <li><a href="help.php?module=workshop&file=calculatingfinalgrade.html">The Calculation of the Final Grade</a></li>
+ <li><a href="help.php?module=workshop&file=finalgrades.html">The Final Grades</a></li>
+ <li><a href="help.php?module=workshop&file=ungradedassessments_student.html">UnGraded Assessments (Student Submissions)</a></li>
+ <li><a href="help.php?module=workshop&file=ungradedassessments_teacher.html">UnGraded Assessments (Teacher Submissions)</a></li>
</ul>
of those examples (produced in the next phase).</p>
<p>The submission of example pieces of work by the teacher is optional
- and for certain assignments may not be appropriate.</p>
+ and for certain assignments may not be appropriate.</p></li>
<li><p><b>Allow Student Submissions</b> The assignment is now opened
to the students. If the teacher has set up example pieces of work, the students
the "Set Up" phase (which is allowed) students who submit early
will tend to have early submissions to assess and those students who submit
late will tend to have late submissions to assess. Adding a "delay"
- before peer assessment starts will eleviate that problem to a large extent.
+ before peer assessment starts will eleviate that problem to a large extent. </p>
<p>When a student submits a piece of work the teacher can, if desired, assess that
work. This assessment can be incorporated into the student's final grade. These
assessments can take place in the submission and assessment phases of the
assignment. Provided the teacher's assessments are made before the calculation
- of the final grades they can used in that calculation.</p>
+ of the final grades they can used in that calculation.</p></li>
<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
peer assessment, students who have submitted work are now shown other students'
was chosen for the assignment. The teacher can, if desired, grade these peer
assessments and these scores can be taken forward towards the students' final
grades (but that is not really necessary in many cases, see the Calculation of
- Final Grades phase).</p>
+ Final Grades phase).</p></li>
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
students are not allowed to make any submissions, that includes re-submissions.
<p>The teacher can continue, if desired, to grade the peer assessments and
these scores can be taken forward towards the students' final grades (but
- that is not really necessary in many cases, see the next phase).</p>
+ that is not really necessary in many cases, see the next phase).</p></li>
<li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
moves the assignment to the next phase where further assessments
and the student's grading performance. The last can include the mean "grading
grade" entered by the teacher against a student's comments. These three
components are given weights by the teacher before the calculation of the final
- grades takes place.</p>
+ grades takes place.</p></li>
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
to allow the students to see their final grades. The teacher can, if desired, backtrack
of the student submissions. These are listed in order of grade, the top submission
is first. Here the grade given to the submission is a combination of the teacher's
grade and the average of the peer grades (if they are available). The weighting
- used is that given during the previous phase.</p>
+ used is that given during the previous phase.</p></li>
</ol>
<p>At any phase of the assignment the teacher can open the "Administration"
the "Set Up" phase (which is allowed) students who submit early
will tend to have early submissions to assess and those students who submit
late will tend to have late submissions to assess. Adding a "delay"
- before peer assessment starts will eleviate that problem to a large extent.
+ before peer assessment starts will eleviate that problem to a large extent. </p>
<p>When a student submits a piece of work the teacher can, if desired, assess that
work. This assessment can be incorporated into the student's final grade. These
<p>When a student has made an assessment their peer can see that assessment. The
student who submitted the work can comment on the assessment if that option
- was chosen for the assignment. </p>
+ was chosen for the assignment. </p></li>
<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
students are not allowed to make any submissions, that includes re-submissions.
Students who have not made a submission are told that submissions are no longer
- allowed and they are <b>not</b> shown any (peer) submissions to assess.</p>
+ allowed and they are <b>not</b> shown any (peer) submissions to assess.</p></li>
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
to allow the students to see their final grades in detail. The individual
<p>The students (and the teacher) are shown an optional "League Table"
of the student submissions. These are listed in order of grade, the top submission
- is first.</p>
+ is first.</p></li>
</ol>
<p>At any phase of the assignment the teacher can open the
-<p><img valign="middle" src="<?php echo $CFG->wwwroot?>/mod/workshop/icon.gif"> <b>Workshop</b></p>
+<p><img alt valign="middle" src="<?php echo $CFG->wwwroot?>/mod/workshop/icon.gif"> <b>Workshop</b></p>
<ul>
<p>A Workshop is a peer assessment activity with a huge array of options.
It allows participants to assess each other's projects, as well as
gives the number of comments, assessments elements, bands, criteria or
categories (sets) of criteria in a rubric. Typically an assignment will have
something between 5 to 15 assessment items, the
- actual number depending on the size and complexity of the assignment.
+ actual number depending on the size and complexity of the assignment. </p>
<p>All assessments have a General Comments field. For a "No
Grading" assignment the value given here determines the
of work has had. Thus new submissions from a student are likely to be candidates for peer
assessment. However, if a student resubmits a number of pieces of work in quick succession then
they are all equally likely to be assessed. The assignment does NOT give priority to the newest
- submission.
+ submission.</p>
<p>The student's final grade is based on their overall "grading grade"
and the submission with the highest grade.
<p>A workshop assignment can optionally include the student's own work
in the set of pieces each student is asked to assess. This will mean that if, say, the
number of student pieces of work each student has to assess is set at 5, then
- each student will be asked to assess 6 pieces of work, one of them being their own work.
+ each student will be asked to assess 6 pieces of work, one of them being their own work.</p>
<p>If the number of student pieces of work is set to zero and the self assessment option
- is turned on then the assignment becomes a self-graded assignment.
-
-</p>
+ is turned on then the assignment becomes a self-graded assignment. </p>
\ No newline at end of file
The default value is to show the student whose work is being
assessed both the comments and the grades in the peer assessments. This
may lead to more disputes than when the option is turned on and the
- assessments are shown without the grades.
+ assessments are shown without the grades. </p>
<p>If the option is taken to hide grades in the peer assessments the
grades are revealed once agreement has been reached. This agreement
-<P ALIGN=CENTER><B>UnGraded Assessments (Student Submissions)</B></P>
+<p align="center"><b>UnGraded Assessments (Student Submissions)</b></p>
-<P><B>Assessment of Student Submissions</B> These are the peer assessments
+<p><b>Assessment of Student Submissions</b> These are the peer assessments
made by students on eachother's work. In general, these assessments do NOT
have to be graded by the teacher. Provided each of the student submissions is
assessed about five times, the system can make a reasonable judgement on
the inidivual assessment performance of the students. When the number of
peer assessments is low then the teacher may want to grade these
assessments. Any grades given to the assessments can be taken into account
- when calculating the final grades for the students.
-</OL>
+ when calculating the final grades for the students.</p>
\ No newline at end of file
-<P ALIGN=CENTER><B>UnGraded Assessments (Teacher Submissions)</B></P>
+<p align="center"><b>UnGraded Assessments (Teacher Submissions)</b></p>
-<P><B>Assessments of Teacher Submissions</B> These are assessments of
+<p><b>Assessments of Teacher Submissions</b> These are assessments of
the example pieces of work which the assignment may require the students
to make before they can submit their own work. These assessments should,
in general, be graded by the teacher. The assessments will show whether the
assignment is necessary. Further, if an assessment is graded the teacher's
comments are made available to the student. These may provide valuable
guidance to the student in the preparation of their own piece of work for
- the assignment. </P>
+ the assignment. </p>
- <P>These assessments do not have to be graded. Leaving a student's
+ <p>These assessments do not have to be graded. Leaving a student's
assessment of the examples ungraded when NOT stop that student from
submitting their own work. It is recommended, however, that all least a
- sample of the assessments are graded for the reasons mentioned above.</P>
+ sample of the assessments are graded for the reasons mentioned above.</p>
projects / moodle.git / commitdiff