From: koenr Date: Tue, 6 Jul 2004 09:08:54 +0000 (+0000) Subject: removing English help files from non-English language packs X-Git-Url: http://git.mjollnir.org/gw?a=commitdiff_plain;h=d0e5068b54fbf83a6aa4b84788105345e6455219;p=moodle.git removing English help files from non-English language packs --- diff --git a/lang/ca/help/reading/readingtype.html b/lang/ca/help/reading/readingtype.html deleted file mode 100755 index 7081996d4a..0000000000 --- a/lang/ca/help/reading/readingtype.html +++ /dev/null @@ -1,18 +0,0 @@ -

Reading Type

- -

Readings are any content you can dream up. These are the - different types, which mostly specify how the content is - to be accessed: - -

Plain text - the easiest type. You can just type (edit) the page into a form on the following page. - -

Reference - a scholarly reference to a journal or book. - -

Uploaded file - displays any file you have uploaded into the course. See the 'Files' section. - -

Web Link - A URL to somewhere on the web. When anyone clicks on this reading -activity they will be taken out of the course (the page you've specified will fill the browser window). - -

Web page - A URL to somewhere on the web. Like the previous type, this -will display a web page. Unlike the previous type, though, the page will displayed -within a frame, as if it is integrated within the course. diff --git a/lang/ca/help/reading/summary.html b/lang/ca/help/reading/summary.html deleted file mode 100755 index 016342e192..0000000000 --- a/lang/ca/help/reading/summary.html +++ /dev/null @@ -1,8 +0,0 @@ -

Reading Summary

- -

The summary is a very short description of the resource. - -

Do not be tempted to write too much here, or to include the - resource itself! - -

You'll get a chance to specify the content on the next page. diff --git a/lang/el/help/emoticons.html b/lang/el/help/emoticons.html deleted file mode 100644 index 97a5ee8be1..0000000000 --- a/lang/el/help/emoticons.html +++ /dev/null @@ -1,120 +0,0 @@ -

Using Smilies (emoticons)

- - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
smile:-)
big grin:-D
wink;-)
mixed:-/
thoughtfulV-.
tongue out:-P
coolB-)
approve^-)
wide eyes8-)
surprise8-o
- 		- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
sad:-(
shy8-.
blush:-I
kisses:-X
clown:o)
black eyeP-|
angry8-[
deadxx-P
sleepy|-.
evil}-]
-
- -

When writing online, it can sometimes difficult to express emotion with plain text. - These little icons can help. - -

To insert these icons in your text: just click the icon above, or type the associated text code directly in your text.

- -

Note that the codes themselves are like little pictures - just turn your head to the left when looking at them

- diff --git a/lang/el/help/quiz/createmultiple.html b/lang/el/help/quiz/createmultiple.html deleted file mode 100644 index ead4c555f9..0000000000 --- a/lang/el/help/quiz/createmultiple.html +++ /dev/null @@ -1,10 +0,0 @@ -

Create multiple questions

- -

This page allows you to create multiple questions at once.

- -

Currently it will only allow you to create a number of - Random Questions and (optionally) add them to the current - quiz.

- -

Eventually this page will evolve into a larger wizard that - will have more options.

diff --git a/lang/el/help/quiz/import.html b/lang/el/help/quiz/import.html deleted file mode 100644 index 292b125f5c..0000000000 --- a/lang/el/help/quiz/import.html +++ /dev/null @@ -1,54 +0,0 @@ -

Importing new questions

- -

This function allows you to import questions from - external text files, uploaded through a form. - -

A number of file formats are supported: - -

Missing Word

- - - -

AON

- - - -

Blackboard

- - -

Custom

- - - -

More formats are yet to come, including WebCT, IMS QTI and whatever else - Moodle users can contribute!

diff --git a/lang/el/help/quiz/match.html b/lang/el/help/quiz/match.html deleted file mode 100644 index 00bdfcdb2c..0000000000 --- a/lang/el/help/quiz/match.html +++ /dev/null @@ -1,11 +0,0 @@ -

Matching questions

- -

After an optional introduction, the respondent is presented with - several sub-questions and several jumbled answers. There is one - correct answer for each question. - -

The respondent must select an answer to match each sub-question. - -

Each sub-question is equally weighted to contribute towards the - grade for the total question. - diff --git a/lang/el/help/quiz/randomsamatch.html b/lang/el/help/quiz/randomsamatch.html deleted file mode 100644 index 31c10eb516..0000000000 --- a/lang/el/help/quiz/randomsamatch.html +++ /dev/null @@ -1,14 +0,0 @@ -

Random Short-Answer Matching questions

- -

After an optional introduction, the respondent is presented with - several sub-questions and several jumbled answers. There is one - correct answer for each question. - -

The respondent must select an answer to match each sub-question. - -

Each sub-question is equally weighted to contibute towards the - grade for the total question. - -

The questions and answers are randomly drawn from the pool of - "Short Answer" questions in the current category. Each attempt - on a quiz will have different questions and answers. diff --git a/lang/el/help/quiz/shuffleanswers.html b/lang/el/help/quiz/shuffleanswers.html deleted file mode 100644 index 488193ef06..0000000000 --- a/lang/el/help/quiz/shuffleanswers.html +++ /dev/null @@ -1,13 +0,0 @@ -

Shuffle answers

- -

If you enable this option, then the order of answers within - each question will be randomly shuffled each time a student - attempts this quiz.

- -

Of course, this only applies to questions that have multiple - answers displayed, such as Multiple Choice or Matching Questions.

- -

The intention is simply to make it a little harder for students - to copy from each other.

- -

This option is not related to the use of Random Questions.

diff --git a/lang/el/help/quiz/shufflequestions.html b/lang/el/help/quiz/shufflequestions.html deleted file mode 100644 index 45c8ef5b54..0000000000 --- a/lang/el/help/quiz/shufflequestions.html +++ /dev/null @@ -1,11 +0,0 @@ -

Shuffle questions

- -

If you enable this option, then the order of questions in - the quiz will be randomly shuffled each time a student attempts - the quiz.

- -

This is not related to the use of Random Questions, this is only - about the displayed order of questions.

- -

The intention is to make it a little harder for students to copy from - each other.

diff --git a/lang/el/help/scales.html b/lang/el/help/scales.html deleted file mode 100755 index 4458d5102c..0000000000 --- a/lang/el/help/scales.html +++ /dev/null @@ -1,18 +0,0 @@ -

Scales

- -

Teachers can create new custom scales to be used in a course for any grading activities.

- -

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.

- -

The scale itself is defined by an ordered list of values, ranging from negative to positive, separated by commas. For example:

- -
- Disappointing, Not good enough, Average, Good, Very good, Excellent! -
- -

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.

- -

Finally, there may be one or more "Standard" scales defined on your site by the - system administrator. These will be available in all courses.

diff --git a/lang/el/help/summaries.html b/lang/el/help/summaries.html deleted file mode 100644 index 1b720b8ec0..0000000000 --- a/lang/el/help/summaries.html +++ /dev/null @@ -1,10 +0,0 @@ -

Topic/Week summaries

- -

The idea of a topic summary is a very short text to prepare students - for the activities within this topic (or week).

- -

Each summary should be very short so that the course page doesn't become too long.

- -

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 About This Topic).

diff --git a/lang/el/help/wiki.html b/lang/el/help/wiki.html deleted file mode 100644 index 74412267ff..0000000000 --- a/lang/el/help/wiki.html +++ /dev/null @@ -1,122 +0,0 @@ -

Help on Writing Wiki Formatted Pages

- -

- 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 - looks good to the eye even before conversion. It is a real alternative to - saving Word files as HTML retaining the ability to edit the resource online. -

- -

You should enter basically plain text. There are a number of special characters you -can add to insert formatting

- -

Block level formatting

- -

- 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... -

- - - - - - - - - - -
CharacterBlock Type
No characterOrdinary paragraph
>Quotation
SpacePreformatted Text (Monospaced)
%Preformatted and Wikki formatting is ignored
!#Heading - where # is 1-6, the heading level (1 is biggest)
Q.Question - styling info added to paragraph to improve question/answer presentation (in theme)
A.Answer - as above but answer
- -

List Formatting

- -

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...

- - - - - - - -
CharacterList item type
*Unordered List (bullet points)
#Ordered List (1,2,3 etc)
:Definition list, definition
;Definition list, text
- -

Nested lists example:

-

-  * First Bullet
-  * Second Bullet
-  ## nested line 1
-  ## nested line 2
-  * Third Bullet
-

-

Produces: -

- -

Inline formatting

- -

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...

- - - - - - - - - - - - -
ExampleExampleFormatting
*hello world*hello worldStrong or Bold
/hello world/hello worldEmphasis or Italics
+hello world+hello worldInserted text
-hello world-hello worldDeleted or Strikethrough
hello ~world~hello worldSubscript
hello ^world^hello worldSuperscript
"hello world"hello worldQuoted
%hello world%hello worldCode or Monospaced
@hello world@hello worldCite
- -

Acronyms

- -

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...

- -

HTML(Hypertext Markup Language)
HTML

- -

Hyper Links

- -Links can be placed in the text and are followed (with no spaces) by the text to be displayed in brackets. Example: http://www.google.com/(Search Now) will be converted to -Search Now. - -

Moodle Module Links

- -

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:

- -

ModuleName:nn(Description Text)

-

eg, resource:36(My New Page) forum:10(Jump to forum)

- -

Moodle Picture Links

- -

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:

- -

/..path to file..(alt text)

- -

for example, /mypics/graphic.jpg(Staff picture)

- -

Automatic reformating

- -

Many commonly used functions are converted into their XHTML equivalents automatically.. The main ones are as -follows...

- - - diff --git a/lang/el/help/workshop/addingacomment.html b/lang/el/help/workshop/addingacomment.html deleted file mode 100644 index 2a9a897af6..0000000000 --- a/lang/el/help/workshop/addingacomment.html +++ /dev/null @@ -1,20 +0,0 @@ -

Adding a Comment

- -

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

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

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

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

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

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

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

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/el/help/workshop/finalgrades.html b/lang/el/help/workshop/finalgrades.html deleted file mode 100644 index 0f51aa8fbf..0000000000 --- a/lang/el/help/workshop/finalgrades.html +++ /dev/null @@ -1,21 +0,0 @@ -

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

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

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

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. -

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Grading Strategy

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

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  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: -

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    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. -
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  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. -
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Including Self in the Assignment

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

Managing a Workshop Assignment

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

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  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. -
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Number of Assessments of Student submissions

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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. -

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Number of Assessments of Teacher's Examples

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

Number of Comments, Elements, Bands or Criteria

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

Number of Peer Assessors

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

Resubmitting assignments

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

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

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

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

Specimen Assessment Form

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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.

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

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. - -