From: coolbit Date: Wed, 28 May 2003 14:37:34 +0000 (+0000) Subject: Added workshop help files. X-Git-Url: http://git.mjollnir.org/gw?a=commitdiff_plain;h=5d224d17b637059d72c57dfe732721dac6dbbab8;p=moodle.git Added workshop help files. --- diff --git a/lang/zh_cn/help/workshop/addingacomment.html b/lang/zh_cn/help/workshop/addingacomment.html new file mode 100644 index 0000000000..44c76db79e --- /dev/null +++ b/lang/zh_cn/help/workshop/addingacomment.html @@ -0,0 +1,20 @@ +

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+ +

Comments can be added to an assessment to: + +

    +
  1. Add additional explaination or clarification to the assessment (by + the student who assessed the piece of work); +
  2. Query the statements made in the assessment (by the student whose + piece of work is being assessed; +
  3. Try to resolve difficulties which may have arisen during the discussion + on the assessment (by the teacher); +
+

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. + +

If the work is reassessed then the old comments are discarded and + are no longer shown with the new assessment. + +

diff --git a/lang/zh_cn/help/workshop/agreeassessments.html b/lang/zh_cn/help/workshop/agreeassessments.html new file mode 100644 index 0000000000..577a06b7fd --- /dev/null +++ b/lang/zh_cn/help/workshop/agreeassessments.html @@ -0,0 +1,35 @@ +

Agreement of Assessments

+ +

A workshop assignment can have either of these characteristics: + +

    +
  1. In the submission and assessment phase when the students see the + assessments made by other students there is no feedback + from the students who submitted the work to the students who made + the assessment. There may be feedback from the teacher if the teacher + choses to grade the student assessments and then the teacher's grades and + comments will be available to both the student whose work it is and + to the student who made the assessment. There will be, however, + be only one way feedback between peers on any one piece of work. + +
  2. In the submission and assessment phase the students see the + assessments made by other students and they are allowed to comment + on these assessments. They may agree or disagree with the (peer) assessment. + If they agree with the assessment then the assessment stands and is + used in the final calculations when determining the peer grade given to + the particular piece of work. If, however, they do not agree with an + assessment the student who made the assessment is given an + opportunity to revise it. The revise/disagree loop can continue until + either agreement is reached or the deadline is reached. An assessment + which is still in "dispute" when the deadline is reached + is not used in the final calculations. This gives two way feedback + between peers on each piece of work. +
+

If the second method of working is chosen there is the option of switching off the display + of grades. That is, if this "hide grades" option is exercised, only the comments + in the assessment are shown to the student who work is being assessed. + The grades are shown only after agreement has been reached (on the + comments alone). Note that this option only effective when agreement on + assessments is required. + +

diff --git a/lang/zh_cn/help/workshop/anonymous.html b/lang/zh_cn/help/workshop/anonymous.html new file mode 100644 index 0000000000..ea9028c821 --- /dev/null +++ b/lang/zh_cn/help/workshop/anonymous.html @@ -0,0 +1,14 @@ +

Anonymous Grading

+ +

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. + +

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. + +

Note that if the teacher's grades are shown to the students these are + never shown anonymously. +

diff --git a/lang/zh_cn/help/workshop/assignmenttype.html b/lang/zh_cn/help/workshop/assignmenttype.html new file mode 100644 index 0000000000..92a4341793 --- /dev/null +++ b/lang/zh_cn/help/workshop/assignmenttype.html @@ -0,0 +1,21 @@ +

Peer Graded Assignment Type

+ +

A peer graded assignment can have one of two types: + +

    +
  1. Only feedback on the assessment elements and the general comment + is entered. The grading of assessment elements is not seen in the + grading pages. Assignments themselves are not given an overall grade. + However, the grading performance of the students is measured and + this, and only this measure contributes towards the final grades given + to the students. + +
  2. 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. + +
+ +

diff --git a/lang/zh_cn/help/workshop/breakdownoffinalgrade.html b/lang/zh_cn/help/workshop/breakdownoffinalgrade.html new file mode 100644 index 0000000000..4c54fe8c6c --- /dev/null +++ b/lang/zh_cn/help/workshop/breakdownoffinalgrade.html @@ -0,0 +1,23 @@ +

The Breakdown of the Final Grade

+ +

The table on this screen shows your final grade and how it was calculated. + The final grade is made up from three possible components. + +

    +
  1. The teacher's grade for your submitted work. +
  2. The average of the peer grades for your submitted work. +
  3. A grade for your performance in the peer grading phase. This + performance was based by (a) whether your grades were too high or too low + when compared with the average grade of the other students (this is called bias), + (b) whether your grades follow, again on average, the grades given by + the other students (this is called reliability) + and (c) on the quality of your comments on the other pieces of work you graded. + This was graded by the teacher. These three performance grades were weighted + by the factors 1:2:3 respectively to give an overall "grading" + grade. In other words the teacher's grading of the comments is given the + same weight as the Bias and Reliability factors combined. +
+ +

These three components can be weighted as deemed appropriate for the + assignment. These weights are shown in the smaller table. +

diff --git a/lang/zh_cn/help/workshop/calculatingfinalgrade.html b/lang/zh_cn/help/workshop/calculatingfinalgrade.html new file mode 100644 index 0000000000..77d6c0c685 --- /dev/null +++ b/lang/zh_cn/help/workshop/calculatingfinalgrade.html @@ -0,0 +1,54 @@ +

The Calculation of the Final Grade

+ +

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. + +

    +
  1. 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... +
  2. 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. +
  3. 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. +
  4. 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 + the students gives high marks for good peices of work and low marks for poor + pieces of work their reliability will be high. If it is suspected that the students in + general are poor assessors then the teacher's grades should be included into + the ppeer averages, this should make the reliability values more meaningful. +
  5. The average grade given by the teacher for the student's assessments. + This includes both the preliminary assessments made by the student on the + example pieces of work and any grading the teacher makes on the 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. +
+ +

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. + +

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. +

diff --git a/lang/zh_cn/help/workshop/editingacomment.html b/lang/zh_cn/help/workshop/editingacomment.html new file mode 100644 index 0000000000..49de226628 --- /dev/null +++ b/lang/zh_cn/help/workshop/editingacomment.html @@ -0,0 +1,6 @@ +

Editing a Comment

+ +

As with other items there is a short period of time allowed when + the text of comments can be amended. The comment is not shown + on the assessment until this period has elapsed. +

diff --git a/lang/zh_cn/help/workshop/elements.html b/lang/zh_cn/help/workshop/elements.html new file mode 100644 index 0000000000..a595abb8ea --- /dev/null +++ b/lang/zh_cn/help/workshop/elements.html @@ -0,0 +1,56 @@ +

Assignment Elements

+ +

For ease of grading, a Workshop Assignment should have a reasonable + number of "Assessment Elements". Each element should cover + a particular aspect of the assignment. Typically an assignment will have + something between 5 to 15 elements for comments and grading, the + actual number depending on the size and complexity of the assignment. A peer + assignment with only one element is allowed and has a similar assessment + strategy to the standard Moodle Assignment. + +

The type of elements dependent of the assignment's grading strategy. + +

Not Graded. 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. + + +

Accumulative Grading. The elements have the following three features: +

    +
  1. 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. + +
  2. The SCALE of the assessment element. There are a number of prefined + scales. These range from simple Yes/No scales, through multipoint scales to + a full percentage scale. Each element has its own scale which should be choosen + to fit the number of possible variations for that element. Note that the scale + does NOT determine the element's importance when calculating the overall + grade, a two point scale has the same "influence" as a 100 point + scale if the respective elements have the same weight... + +
  3. The WEIGHT of the assessment element. By default the elements are given the same + importance when calculating the overall grade of the assignment. This can be + changed by giving the more importance elements a weight greater than one, and + the less important elements a weight below one. Changing the weights does NOT + effect the maximum grade, that value is fixed by the Maximum Grade parameter + of the peer assignment. Weights can be assigned negative values, this is an + experimental feature. +
+

Error Banded Grading. The elements will normally describe certain items + or aspects which must be present in the assignment. The assessment is made on the + present or absence of these items or aspects. The teacher must all set of grade table which + give the suggested grades when all the items are present, when one is absent, when two are + absent, etc. If certain items are more important than others then those items can be given + a weighting greater than one. Minor items can be given a weighting less than one. The + overall "error count" is a weighted sum of the missing items. The assessor + can always make a minor adjustment to these suggested grades. + +

Criteria Grading. The elements will give a set of "level" statements +which can be used to rank the assignment. The statements may be cumulative or they may +each be self contained. The assessor must decide which statement best fits each piece of +work. The teacher must also relate each criterion statement with a suggested grade. These +should normally be in order. The assessor can make a minor adjustment to these +suggested grades. +

\ No newline at end of file diff --git a/lang/zh_cn/help/workshop/finalgrades.html b/lang/zh_cn/help/workshop/finalgrades.html new file mode 100644 index 0000000000..0f51aa8fbf --- /dev/null +++ b/lang/zh_cn/help/workshop/finalgrades.html @@ -0,0 +1,21 @@ +

The Final Grades

+ +

The table on this screen lists the final grades and their breakdown as shown to + the students. If there are missing values in the table then it is possible to "go back" + and add these. In fact, there are two adjustments which can be made to the Final Grades. + +

    +
  1. If a teacher's grade needs to be added then the piece of work can be + graded by going + to the teacher's Management screen for assignment and clicking on the link "Student + Submissions for Assessment". Any 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. +
  2. 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. +
+ +

diff --git a/lang/zh_cn/help/workshop/graded.html b/lang/zh_cn/help/workshop/graded.html new file mode 100644 index 0000000000..b5233f2972 --- /dev/null +++ b/lang/zh_cn/help/workshop/graded.html @@ -0,0 +1,14 @@ +

A Graded Peer Assignment

+ +

This shows the grades and comments made on the submitted piece of + work. You can if you wish reply to this assessment and choose not to + accept it (at this stage). If that is the case, please enter your reply in the + box at the foot of the page giving the reason why you are not happy with + the assessment. Then click on the button at the foot of the page and + choose NO when asked whether you are happy with this assessment. + +

If, on the other hand. you are happy with the assessment simply + click on the button at the foot of the page and then click on YES when + asked whether you are happy with this assessment. + +

diff --git a/lang/zh_cn/help/workshop/grading.html b/lang/zh_cn/help/workshop/grading.html new file mode 100644 index 0000000000..b7da8771b7 --- /dev/null +++ b/lang/zh_cn/help/workshop/grading.html @@ -0,0 +1,32 @@ +

Grading of Peer Assignments

+ +

For ease of grading a Peer Assignment is divided into a number of + assessment "elements". Each element covers + a particular aspect of the assignment. Depending on the type of assessment, + for each element you should +

    +
  1. Enter a Grade by clicking in the appropriate button or selecting an appropriate + number from the drop down menu. + +
  2. 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. +
+ +

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. + +

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. + +

You have a limited period of time, typically half an hour, in which to + change your mind and alter your grades or comments. Once that period + is over the person whose work you are assessing is notified about the assessment. + At that stage you can view your assessment but you cannot change it. + +

diff --git a/lang/zh_cn/help/workshop/gradingassessments.html b/lang/zh_cn/help/workshop/gradingassessments.html new file mode 100644 index 0000000000..2ace224d65 --- /dev/null +++ b/lang/zh_cn/help/workshop/gradingassessments.html @@ -0,0 +1,20 @@ +

Grading the Student Assessments

+ +

This screen is used to enter the teacher's grade for the assessment made + by the student during the submission and assessment phase of the assignment. A relatively + simple grading is used, the score out of 20. The treacher can decide what is + being graded and the relative scores from the instructions given to the students + before the assignment started. For example, at a higher level the students may be + required to give critical comments, at an intermediate level the students may be + required to point out strengths and weaknesses, and at a lower level the students + may be simply pointing out errors and inaccuracies. + +

If available the Teacher's own assessment is shown before that of the + student so an easy comparison can be made. The teacher's own + comments can act as a kind of benchmark. + +

The grades of assessment is + saved by clicking on the apprpriate button at the foot of the page. There is a + chance to repeat the grading within the "editing" period. Once that + time has elapsed the grade is made available to the student. +

diff --git a/lang/zh_cn/help/workshop/gradingstrategy.html b/lang/zh_cn/help/workshop/gradingstrategy.html new file mode 100644 index 0000000000..6802f14464 --- /dev/null +++ b/lang/zh_cn/help/workshop/gradingstrategy.html @@ -0,0 +1,73 @@ +

Grading Strategy

+ +

A workshop assignment is quite flexible in the type of grading scheme used. This can be: + +

    +
  1. No grading: In this type of assignment the teacher is not + interested in quantative assessment from the students at all. The students + make comments of the pieces of works but not grade them. The teacher, + however, can, if desired, grade the student comments. These + "grading grades" form the basis of the students' final grades. + If the teacher does not grade the student assessments then the assignment + does not have any final grades. + +
  2. Accumulative grading: This is the default type of grading. + In this type of assignment the grade of each + assessment is made up of a number of "assessment elements". + Each element should cover + a particular aspect of the assignment. Typically an assignment will have + something between 5 to 15 elements for comments and grading, the + actual number depending on the size and complexity of the assignment. A peer + assignment with only one element is allowed and has a similar assessment + strategy to the standard Moodle Assignment. + +

    Elements have the following three features: +

      +
    1. 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. + +
    2. The SCALE of the assessment element. There are a number of prefined + scales. These range from simple Yes/No scales, through multipoint scales to + a full percentage scale. Each element has its own scale which should be choosen + to fit the number of possible variations for that element. Note that the scale + does NOT determine the element's importance when calculating the overall + grade, a two point scale has the same "influence" as a 100 point + scale if the respective elements have the same weight... + +
    3. The WEIGHT of the assessment element. By default the elements are given the same + importance when calculating the overall grade of the assignment. This can be + changed by giving the more importance elements a weight greater than one, and + the less important elements a weight below one. Changing the weights does NOT + effect the maximum grade, that value is fixed by the Maximum Grade parameter + of the peer assignment. Weights can be assigned negative values, this is an + experimental feature. +
    + +
  3. Error Banded Grading: In this type of assignment the submissions are + graded on a set of Yes/No scales. The grade is determined by the "Grade + Table " which gives the relationship between the number of + "errors" and the suggested grade. For example an assignment may have six + significant items which should be present, the Grade Table will give suggested + grades if all are present, one is absent, if two are absent, etc. The individual + items can, if desired, be given weighting factors if some items are more important + than others. The number of "errors" is a weighted sum of the items not + present. By default each item is given a weight of one. The grading table is likely + to be non-linear, for example + the 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. + +
  4. Criteria Grading: This is simpliest type of assessment to grade (although + not necessarily the most straightforward to set up). The submissions are + graded against a set of criteria statments. The assessor choses which statement + best fits the piece of work. The grade is determined by a "Criteria + Table" which gives the suggested grade for each criterion. For example + an assignment may be set up with, say, five criteria statements and the assessors + must then choose one of the five statements for each of their assessments. As with + the Banded assignment the assessor can adjust the suggested grade by up to + 20% to give the final grade. +
+ +

diff --git a/lang/zh_cn/help/workshop/includeself.html b/lang/zh_cn/help/workshop/includeself.html new file mode 100644 index 0000000000..a24b8933c1 --- /dev/null +++ b/lang/zh_cn/help/workshop/includeself.html @@ -0,0 +1,13 @@ +

Including Self in the Assignment

+ +

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. + +

If the number of peer assessors is set to zero and the include self option + is turned on then the assignment becomes a self-graded assignment. This + may or may not include the teacher's grading depending on whether that + option is set or not. + +

diff --git a/lang/zh_cn/help/workshop/managing.html b/lang/zh_cn/help/workshop/managing.html new file mode 100644 index 0000000000..55f383b30c --- /dev/null +++ b/lang/zh_cn/help/workshop/managing.html @@ -0,0 +1,58 @@ +

Managing a Workshop Assignment

+ +

A Workshop Assignment is more complex than an ordinary assignment. + It involves a number of steps or phases. These are +

    +
  1. The assessment of the assignment should be broken into a number + of assessment ELEMENTS. This makes the grading of an assignment less + arbitary and gives the students a framework on which to make assessments. + The teacher has the role of setting up the assessment elements thus making a + grading sheet. (See that page for more details.) + +

    With the assessment elements set up the teacher will normally submit a + small number of example pieces of work. These are practice pieces for the + students to assess before preparing their own pieces of work. However, + before the assignment is made available to students, these example + pieces should be assessed by the teacher. This provides the students + with not only examples for the assignment but also specimen assessments + on those examples. +

    The submission of example pieces of work by the teacher is optional + and for certain assignments may not be appropriate. + +

  2. The assignment is now opened to the students. If the teacher has set up + example pieces of work the students can be asked to assess a number of these. + In this case, the teacher must grade these assessments and the students must + reach a satisfactory standard before they are allowed submit their own work. + Here, a "satisfactory standard" has been set at 40%. Once a student + has "passed" the required number of assessments they are free to + submit their own work. +

    When a student submits a piece of work the teacher can, if desired assess that + work. This assessment can be incorporated into the student final grade. These + assessments, if they are required, can take place either during the submission + phase of the assignment or after the submission deadline. +

    If the assignment incorporates peer assessment, students who have submitted + work are shown other students' work to assess. When they have made an assessment + their peer can see that assessment (but the other student cannot comment on it.) + The teacher, however, can, if desired, grade the assessment and that score is taken + forward towards the student's final grade. + +

  3. After the deadline has passed, the teacher moves the assignment to the next phase + where further submissions and assessments by students are not allowed. The teacher + can, if wished, grade the peer assessments made by the students. This is not really + necessary as provided a reason number of assessments have been made on each + submission the "grading performance" of each student can be + determined from the relative scores. The teacher now calculates the final grades + of the students. These final grades are normally made up of three components, + teacher's grade of the student's work, mean peer grade of the student's work + and the student's grading performance. The last can include the mean "grading + grade" entered by the teacher against a student's comments. These three + components are given weights by the teacher before the calculation of the final + grades takes place. + +
  4. The final phase of the assignment is entered to allow the students to see their + final grades. The teacher can, be desired, backtrack the assignment to allow some + adjustment of, say, the weights used in the final grade calculation, the revised + grades can then be shown to the students. +
+ +

diff --git a/lang/zh_cn/help/workshop/nassessmentsofstudentsubmissions.html b/lang/zh_cn/help/workshop/nassessmentsofstudentsubmissions.html new file mode 100644 index 0000000000..21b120afa3 --- /dev/null +++ b/lang/zh_cn/help/workshop/nassessmentsofstudentsubmissions.html @@ -0,0 +1,13 @@ +

Number of Assessments of Student submissions

+ +

This number determines whether the students are asked to peer assess + other students' work. If it is + not zero then each student is offered that number of pieces + of work from other students. After assessment the originator of the work + can view the comments and possibly the grade given by their peer. + (The peer assessment process may be iterative depending on the setting of + "Agree Assessments" option.) The teacher can also, + if desired, grade these assessments and those grades can be used in the calculation of + the final marks. The student is shown the teacher's comments and grade + for each of their assessments if available. +

diff --git a/lang/zh_cn/help/workshop/nassessmentsofteachersexamples.html b/lang/zh_cn/help/workshop/nassessmentsofteachersexamples.html new file mode 100644 index 0000000000..b0f041b1af --- /dev/null +++ b/lang/zh_cn/help/workshop/nassessmentsofteachersexamples.html @@ -0,0 +1,10 @@ +

Number of Assessments of Teacher's Examples

+ +

This number determines whether the students are asked to assess + any example peices of work before submitting their own work. If it is + not zero then each student must assess that number of example pieces + of work to a satisfactory level. This means that the teacher must grade + these assessments before the student can submit work. The student is + shown the teacher's comments and grade for each of their + assessments. +

diff --git a/lang/zh_cn/help/workshop/nelements.html b/lang/zh_cn/help/workshop/nelements.html new file mode 100644 index 0000000000..2352c05bbd --- /dev/null +++ b/lang/zh_cn/help/workshop/nelements.html @@ -0,0 +1,15 @@ +

Number of Comments, Elements, Bands or Criteria

+ +

The number entered here determines how many items will be used in + the assessments. Depending on the type of grading strategy, this number + gives the number of comments, assessments elements, bands or criteria + to be used in the assessments. Typically an assignment will have + something between 5 to 15 assessment items, the + actual number depending on the size and complexity of the assignment. + +

All assessments have a General Comments field. For a "No + Grading" assignment the value given here determines the + number of additional comment areas. It can be specified as zero and results + in the assessment having only a single General Comments area. + +

diff --git a/lang/zh_cn/help/workshop/numberofassessors.html b/lang/zh_cn/help/workshop/numberofassessors.html new file mode 100644 index 0000000000..4bbf1ac3ae --- /dev/null +++ b/lang/zh_cn/help/workshop/numberofassessors.html @@ -0,0 +1,30 @@ +

Number of Peer Assessors

+ +

A peer graded assignment will normally have around 3 to 8 peer + assessors. That is, in the peer grading phase, each student will be + asked to grade this number of pieces of work from the other students + in the class. The larger the assignment is, in terms of content, the + smaller this number should be, else the grading burden on the + students becomes onerous. However, each student should see sufficient + examples to gain an insight into what constitutes a good piece of work + and a poor piece of work. Further for the grading performance of a + student to be assessed meaningfully the greater the number of peer + gradings the better. This performance is unlikely to be valid if only three + or four gradings are done by each student. + +

Provided there is enough pieces of work submitted (actually 10 or + more), the system will allocate each student at least one "good" and + at least one "poor" piece of work. However, this can only be done if the + teacher has graded the pieces of work BEORE the allocation of (peer) grading + work is done. The teacher does NOT, however, have to grade all the + pieces of work, a sample is sufficient. Further, the teacher's gradings need + NOT be the final gradings, a preliminary grading is good enough. Note, + however, that if the option to show teacher's gradings is turned on, + these gradings will be shown to the students at the end of the submission + phase. + +

The number of peer assesors can be zero. In which case the assignment + becomes either a self-graded assignment if that option is turned on, or + a normal teacher-graded assignment. + +

diff --git a/lang/zh_cn/help/workshop/resubmit.html b/lang/zh_cn/help/workshop/resubmit.html new file mode 100644 index 0000000000..0830b5d211 --- /dev/null +++ b/lang/zh_cn/help/workshop/resubmit.html @@ -0,0 +1,19 @@ +

Resubmitting assignments

+ +

By default, students cannot resubmit assignments, they are allowed only one submission.

+ +

If you turn this option on, then students will be allowed to submit more than one piece of work + to this assignment. This may be useful if the teacher wants to encourage students to do better + work by an iterative process.

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The assessment of submissions is allocated on the basis of the number of assessments a piece + of work has had. Thus new submissions from a student are likely to be candidates for peer + assessment. However, if a student resubmits a number of pieces of work in quick succession then + they are all equally likely to be assessed. The assignment does NOT give priority to the newest + submission. + +

When the student's final grade is calculated the submission with the highest grade is used. Here + highest grade means the weighted combination of the teacher's grade and the peer grade if + both are available. + +

diff --git a/lang/zh_cn/help/workshop/selfassessment.html b/lang/zh_cn/help/workshop/selfassessment.html new file mode 100644 index 0000000000..1024d737a2 --- /dev/null +++ b/lang/zh_cn/help/workshop/selfassessment.html @@ -0,0 +1,12 @@ +

Self Assessment

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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. + +

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. This + may or may not include the teacher's grading depending on the teacher's decision. + +

diff --git a/lang/zh_cn/help/workshop/showinggrades.html b/lang/zh_cn/help/workshop/showinggrades.html new file mode 100644 index 0000000000..807fce01a2 --- /dev/null +++ b/lang/zh_cn/help/workshop/showinggrades.html @@ -0,0 +1,15 @@ +

Hiding the Display of Grades

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This option can be used in a workshop assignment where there + must be agreement between the students on each assessment . + The default value is to show the student whose work is being + assessed both the comments and the grades in the peer assessments. This + may lead to more disputes than when the option is turned on and the + assessments are shown without the grades. + +

If the option is taken to hide grades in the peer assessments the + grades are revealed once agreement has been reached. This agreement + will, of course, have been made only on the comments. If these comments + do not reasonably match the grades then the student whose work is being + assessed may well appeal to the teacher. +

diff --git a/lang/zh_cn/help/workshop/specimen.html b/lang/zh_cn/help/workshop/specimen.html new file mode 100644 index 0000000000..f69db74e5a --- /dev/null +++ b/lang/zh_cn/help/workshop/specimen.html @@ -0,0 +1,11 @@ +

Specimen Assessment Form

+ +

This page shows shows the details of the actual form used to grade + your assignment. It will be used by the teacher to grade your work. Further, + in a peer graded asignment, the same form will be used by yourself and + your fellow students to grade the submitted pieces of work.

+ +

Please note that although you can change the grades on + this form these changes are NOT saved. This is simply a specimen form, + but a very similar form will be used by the teacher and possibly by you + during this assignment.

diff --git a/lang/zh_cn/help/workshop/teachersgradings.html b/lang/zh_cn/help/workshop/teachersgradings.html new file mode 100644 index 0000000000..184f4b3ee8 --- /dev/null +++ b/lang/zh_cn/help/workshop/teachersgradings.html @@ -0,0 +1,13 @@ +

Display of Teacher's Grades

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A peer graded assignment can optionally make the teacher's comments + and grades available to the student's. If desired, these are shown after the + submission deadline, or later if the grades are not available then. The teacher's + comments and grades may well help the students when making their own + (peer) assessments on other student's work. + +

Note that even when the peer grading is done anonymously, the + teacher's grades are always shown to the students with the teacher's + name and, if available, their photo. + +