From bb3f200a0c3b86cb556518838dbad24ce989ed9a Mon Sep 17 00:00:00 2001 From: moodler Date: Sat, 14 Jun 2003 11:10:23 +0000 Subject: [PATCH] Removing English versions so that German speakers don't get out-of-date help files (some have changed) --- lang/de/help/assignment/assignmenttype.html | 13 -- lang/de/help/assignment/resubmit.html | 9 - lang/de/help/choice/options.html | 7 - lang/de/help/coursecategory.html | 11 -- lang/de/help/courseformats.html | 24 --- lang/de/help/coursefullname.html | 4 - lang/de/help/coursenewsitems.html | 15 -- lang/de/help/coursenumsections.html | 14 -- lang/de/help/courserecent.html | 16 -- lang/de/help/courseshortname.html | 7 - lang/de/help/coursestartdate.html | 19 --- lang/de/help/emoticons.html | 120 ------------- lang/de/help/enrolmentkey.html | 23 --- lang/de/help/forum/allowdiscussions.html | 20 --- lang/de/help/forum/attachment.html | 21 --- lang/de/help/forum/forumtype.html | 16 -- lang/de/help/forum/ratings.html | 70 -------- lang/de/help/forum/subscription.html | 18 -- lang/de/help/guestaccess.html | 21 --- lang/de/help/html.html | 13 -- lang/de/help/langedit.html | 12 -- lang/de/help/mods.html | 69 -------- lang/de/help/pgassignment/anonymous.html | 14 -- lang/de/help/pgassignment/assignmenttype.html | 21 --- .../pgassignment/breakdownoffinalgrade.html | 23 --- .../pgassignment/calculatingfinalgrade.html | 40 ----- lang/de/help/pgassignment/elements.html | 32 ---- lang/de/help/pgassignment/finalgrades.html | 21 --- lang/de/help/pgassignment/graded.html | 14 -- lang/de/help/pgassignment/grading.html | 28 --- .../de/help/pgassignment/gradingcomments.html | 25 --- lang/de/help/pgassignment/includeself.html | 13 -- lang/de/help/pgassignment/managing.html | 39 ----- .../help/pgassignment/numberofassessors.html | 30 ---- lang/de/help/pgassignment/resubmit.html | 15 -- lang/de/help/pgassignment/showinggrades.html | 22 --- lang/de/help/pgassignment/specimen.html | 14 -- .../help/pgassignment/teachersgradings.html | 13 -- lang/de/help/picture.html | 18 -- lang/de/help/questions.html | 86 ---------- lang/de/help/quiz/attempts.html | 6 - lang/de/help/quiz/categories.html | 17 -- lang/de/help/quiz/correctanswers.html | 6 - lang/de/help/quiz/createmultiple.html | 10 -- lang/de/help/quiz/feedback.html | 5 - lang/de/help/quiz/grademethod.html | 25 --- lang/de/help/quiz/import.html | 54 ------ lang/de/help/quiz/match.html | 11 -- lang/de/help/quiz/maxgrade.html | 11 -- lang/de/help/quiz/multichoice.html | 19 --- lang/de/help/quiz/questiontypes.html | 37 ---- lang/de/help/quiz/random.html | 3 - lang/de/help/quiz/randomsamatch.html | 14 -- lang/de/help/quiz/review.html | 6 - lang/de/help/quiz/shortanswer.html | 10 -- lang/de/help/quiz/shuffleanswers.html | 13 -- lang/de/help/quiz/shufflequestions.html | 11 -- lang/de/help/quiz/timeopen.html | 5 - lang/de/help/quiz/truefalse.html | 11 -- lang/de/help/reading.html | 13 -- lang/de/help/resource/resourcetype.html | 27 --- lang/de/help/resource/summary.html | 8 - lang/de/help/richtext.html | 160 ------------------ lang/de/help/summaries.html | 10 -- lang/de/help/surveys.html | 99 ----------- lang/de/help/teachers.html | 22 --- lang/de/help/text.html | 144 ---------------- lang/de/help/textformat.html | 41 ----- lang/de/help/wiki.html | 82 --------- lang/de/help/workshop/addingacomment.html | 20 --- lang/de/help/workshop/agreeassessments.html | 35 ---- lang/de/help/workshop/anonymous.html | 14 -- lang/de/help/workshop/assignmenttype.html | 21 --- .../help/workshop/breakdownoffinalgrade.html | 23 --- .../help/workshop/calculatingfinalgrade.html | 54 ------ lang/de/help/workshop/editingacomment.html | 6 - lang/de/help/workshop/elements.html | 56 ------ lang/de/help/workshop/finalgrades.html | 21 --- lang/de/help/workshop/graded.html | 14 -- lang/de/help/workshop/grading.html | 32 ---- lang/de/help/workshop/gradingassessments.html | 20 --- lang/de/help/workshop/gradingstrategy.html | 73 -------- lang/de/help/workshop/includeself.html | 13 -- lang/de/help/workshop/managing.html | 58 ------- .../nassessmentsofstudentsubmissions.html | 11 -- .../nassessmentsofteachersexamples.html | 10 -- lang/de/help/workshop/nelements.html | 15 -- lang/de/help/workshop/numberofassessors.html | 30 ---- lang/de/help/workshop/resubmit.html | 19 --- lang/de/help/workshop/selfassessment.html | 12 -- lang/de/help/workshop/showinggrades.html | 22 --- lang/de/help/workshop/specimen.html | 14 -- lang/de/help/workshop/teachersgradings.html | 13 -- lang/de/help/writing.html | 23 --- 94 files changed, 2519 deletions(-) delete mode 100644 lang/de/help/assignment/assignmenttype.html delete mode 100644 lang/de/help/assignment/resubmit.html delete mode 100644 lang/de/help/choice/options.html delete mode 100644 lang/de/help/coursecategory.html delete mode 100644 lang/de/help/courseformats.html delete mode 100644 lang/de/help/coursefullname.html delete mode 100644 lang/de/help/coursenewsitems.html delete mode 100644 lang/de/help/coursenumsections.html delete 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100644 lang/de/help/richtext.html delete mode 100644 lang/de/help/summaries.html delete mode 100644 lang/de/help/surveys.html delete mode 100644 lang/de/help/teachers.html delete mode 100644 lang/de/help/text.html delete mode 100644 lang/de/help/textformat.html delete mode 100644 lang/de/help/wiki.html delete mode 100644 lang/de/help/workshop/addingacomment.html delete mode 100644 lang/de/help/workshop/agreeassessments.html delete mode 100644 lang/de/help/workshop/anonymous.html delete mode 100644 lang/de/help/workshop/assignmenttype.html delete mode 100644 lang/de/help/workshop/breakdownoffinalgrade.html delete mode 100644 lang/de/help/workshop/calculatingfinalgrade.html delete mode 100644 lang/de/help/workshop/editingacomment.html delete mode 100644 lang/de/help/workshop/elements.html delete mode 100644 lang/de/help/workshop/finalgrades.html delete mode 100644 lang/de/help/workshop/graded.html delete mode 100644 lang/de/help/workshop/grading.html delete mode 100644 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a/lang/de/help/assignment/assignmenttype.html +++ /dev/null @@ -1,13 +0,0 @@ -

Assignment Type

- -

There are different types of assignments

- -

Offline activity - this is useful when the assignment is performed outside -of Moodle. Students can see a description of the assignment, but can't upload files or anything. -Teachers can grade all students though, and students will see notifications of their grades. - -

Upload a single file - this type of assignment allows all students to upload a -single file, of any type. This might be a Word processor document, or an image, a -zipped web site, or anything you ask them to submit. Teachers can grade submitted -assignments online. - diff --git a/lang/de/help/assignment/resubmit.html b/lang/de/help/assignment/resubmit.html deleted file mode 100644 index 1d4d3b178e..0000000000 --- a/lang/de/help/assignment/resubmit.html +++ /dev/null @@ -1,9 +0,0 @@ -

Resubmitting assignments

- -

By default, students cannot resubmit assignments once the teacher has graded them

- -

If you turn this option on, then students will be allowed to resubmit assignments - after they have been graded (for you to re-grade). This may be useful if the - teacher wants to encourage students to do better work in an iterative process.

- -

Obviously, this option is not relevant for offline assignments.

diff --git a/lang/de/help/choice/options.html b/lang/de/help/choice/options.html deleted file mode 100644 index adf2e81fed..0000000000 --- a/lang/de/help/choice/options.html +++ /dev/null @@ -1,7 +0,0 @@ -

Choice options

- -

Here is where you specify the options that participants - have to choose from. - -

You can fill in any number of these: it's OK to leave some blank - if you don't need the full 6 options. diff --git a/lang/de/help/coursecategory.html b/lang/de/help/coursecategory.html deleted file mode 100644 index 4c776f230e..0000000000 --- a/lang/de/help/coursecategory.html +++ /dev/null @@ -1,11 +0,0 @@ -

Course Categories

- -

Your Moodle administrator may have set up several - course categories. - -

For example, "Science", "Humanities", "Public Health" etc - -

Choose the one most applicable for your course. This - choice will affect where your course is displayed on the - course listing and may make it easier for students to - find your course. diff --git a/lang/de/help/courseformats.html b/lang/de/help/courseformats.html deleted file mode 100644 index 2cc26c4ac0..0000000000 --- a/lang/de/help/courseformats.html +++ /dev/null @@ -1,24 +0,0 @@ -

Moodle course formats

- -

Weekly format

- - -

Topics format

- - -

Social format

- - diff --git a/lang/de/help/coursefullname.html b/lang/de/help/coursefullname.html deleted file mode 100644 index 171de93fac..0000000000 --- a/lang/de/help/coursefullname.html +++ /dev/null @@ -1,4 +0,0 @@ -

Course Full name

- -

The full name of the course is displayed at the top of the screen and in the course listings.

- diff --git a/lang/de/help/coursenewsitems.html b/lang/de/help/coursenewsitems.html deleted file mode 100644 index a9c18ea8e1..0000000000 --- a/lang/de/help/coursenewsitems.html +++ /dev/null @@ -1,15 +0,0 @@ -

Course News Items

- -

A special forum called "News" appears in the - "weekly" and "topics" course formats. It's - a good place to post notices for all students - to see. (By default, all students are subscribed - to this forum, and will receive your notices by - email.) - -

This setting determines how many recent items - appear on your course home page, in a news box - down the right-hand side. - -

If you set it to "0 news items" then the news - box won't even appear. diff --git a/lang/de/help/coursenumsections.html b/lang/de/help/coursenumsections.html deleted file mode 100644 index c117bb77e3..0000000000 --- a/lang/de/help/coursenumsections.html +++ /dev/null @@ -1,14 +0,0 @@ -

Course Number of Weeks/Topics

- -

This setting is only used by the 'weekly' and 'topics' - course formats. - -

In the 'weekly' format, it specifies the number of weeks - that the course will run for, starting from the - course starting date. - -

In the 'topics' format, it specifies the number of topics - in the course. - -

Both of these translate to the number of "boxes" down the - middle of the course page. diff --git a/lang/de/help/courserecent.html b/lang/de/help/courserecent.html deleted file mode 100644 index 19add5ac72..0000000000 --- a/lang/de/help/courserecent.html +++ /dev/null @@ -1,16 +0,0 @@ -

Recent Activity

- -

Moodle can display "recent activity" on the course home page. - -

This shows the everything that has happened in the course since -the last time the viewer logged in to the course, including -new posts, new users, submitted journals etc. - -

It is highly recommended you leave this feature enabled in -your courses, as it helps give a sense of activity in the course. -Knowing what everyone else is doing also helps to promote a -collaborative atmosphere in the class. - -

You might want to disable this feature for extremely large or -heavily used courses, as it may slow down the display of -the course page. diff --git a/lang/de/help/courseshortname.html b/lang/de/help/courseshortname.html deleted file mode 100644 index 8c3bda062d..0000000000 --- a/lang/de/help/courseshortname.html +++ /dev/null @@ -1,7 +0,0 @@ -

Course short name

- -

Many institutions have a shorthand way of referring to a course, such as - BP102 or COMMS. Even you don't already have such a name for your course, - make one up here. It will be used in several places where the long name - isn't appropriate (such us in the subject line of email).

- diff --git a/lang/de/help/coursestartdate.html b/lang/de/help/coursestartdate.html deleted file mode 100644 index b843fdb383..0000000000 --- a/lang/de/help/coursestartdate.html +++ /dev/null @@ -1,19 +0,0 @@ -

Course Start Date

- -

This is where you specify the starting time of the - course (in your own timezone). - -

If you are using a 'weekly' course format, this will - affect the display of the weeks. The first week will - start on the date you set here. - -

This setting will not affect courses using the - 'social' or 'topics' formats. - -

However, one place this setting will be affect is - the display of logs, which use this date as the earliest - possible date you can display. - -

In general, if your course does have a real starting date - then it makes sense to set this date to that, no matter - what course formats you are using. diff --git a/lang/de/help/emoticons.html b/lang/de/help/emoticons.html deleted file mode 100644 index 97a5ee8be1..0000000000 --- a/lang/de/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/de/help/enrolmentkey.html b/lang/de/help/enrolmentkey.html deleted file mode 100644 index 609bcaaf76..0000000000 --- a/lang/de/help/enrolmentkey.html +++ /dev/null @@ -1,23 +0,0 @@ -

Course Enrolment Key

- -

A course enrolment key is what keeps unwanted people - out of your course. - -

If you leave this blank, then anyone who has created - a Moodle username on this site will be able to enrol - in your course simply by going in to it. - -

If you put something here, then students who are trying - to get in for the FIRST TIME ONLY will be asked to supply - this word or phrase. - -

The idea is that you will supply the key to authorised - people using another means like private email, snail mail, - on the phone or even verbally in a face to face class. - -

If this password "gets out" and you have unwanted people - enrolling, you can unenrol them (see their user profile page) - and change this key. Any legitimate students who have already - enrolled will not be affected, but the unwanted people won't be - able to get back in. - diff --git a/lang/de/help/forum/allowdiscussions.html b/lang/de/help/forum/allowdiscussions.html deleted file mode 100644 index fac7554c56..0000000000 --- a/lang/de/help/forum/allowdiscussions.html +++ /dev/null @@ -1,20 +0,0 @@ -

Allowing new posts

- -

This option allows you to restrict students from posting - new content in this forum. - -

For most forums you will want to leave students unrestricted - and choose the first option to allow them to start new discussion - topics (threads), and also to post replies within those threads. - -

Sometimes, however, you will want to disable this ability. For - example, this is useful for the News forum when you only want - teachers to post new items that appear on the course main page. - In this case you might choose the third option "No discussions, no replies". - -

Sometimes you might want to only allow teachers to start new - discussions, but still allow students to reply within those - threads (for example within the news forum on the site home page). - In this case you would choose the second option, "No discussions, but - replies are allowed". - diff --git a/lang/de/help/forum/attachment.html b/lang/de/help/forum/attachment.html deleted file mode 100644 index 24c190f821..0000000000 --- a/lang/de/help/forum/attachment.html +++ /dev/null @@ -1,21 +0,0 @@ -

Attachments for posts

- -

You can optionally attach ONE file from your own computer - to any post in the forums. This file is uploaded to the - server and stored with your post. - -

This is useful when you want to share a picture, for example, - or a Word document. - -

This file can be of any type, however it is highly recommended - that the file is named using standard 3-letter internet - suffixes such as .doc for a Word document, .jpg or .png - for an image, and so on. This will make it easier for others - to download and view your attachment in their browsers. - -

If you re-edit a posting and attach a new file, then any - previous attached files for that post will be replaced. - -

If you re-edit a posting with an attachment and leave - this space blank, then the original attachment will be - retained. diff --git a/lang/de/help/forum/forumtype.html b/lang/de/help/forum/forumtype.html deleted file mode 100644 index 86eec26df8..0000000000 --- a/lang/de/help/forum/forumtype.html +++ /dev/null @@ -1,16 +0,0 @@ -

Forum Types

- -

There are several different types of forum to choose from: - -

A single simple discussion - is just a single topic, all on one page. -Useful for short, focussed discussions. - -

Standard forum for general use - is an open forum where any one can -start a new topic at any time. This is the best general-purpose forum. - -

Each person posts one discussion - Each person can post exactly one -new discussion topic (everyone can reply to them though). This is useful when -you want each student to start a discussion about, say, their reflections on -the week's topic, and everyone else responds to these. - -

(More development to come in future versions of Moodle) diff --git a/lang/de/help/forum/ratings.html b/lang/de/help/forum/ratings.html deleted file mode 100644 index 397337de84..0000000000 --- a/lang/de/help/forum/ratings.html +++ /dev/null @@ -1,70 +0,0 @@ -

Forum Ratings

- -

Individual posts can be rated using a scale based on the theory of -separate and connected knowing. - -

This theory may help you to look at human interactions - in a new way. It describes two different ways that we can evaluate and learn - about the things we see and hear. - -

Although each of us may use these two methods in different amounts at different - times, it may be useful to imagine two people as examples, one who is a mostly - separate knower (Jim) and the other a mostly connected knower (Mary).

- -

Did you notice in these examples that the separate knower is male and the connected - knower is female? Some studies have shown that statistically this tends to be - the case, however individual people can be anywhere in the spectrum between - these two extremes.

-

For a collaborative and effective group of learners it may be best if everyone - were able to use BOTH ways of knowing.

-

In a particular situation like an online forum, a single post by a person may - exhibit either of these characteristics, or even both. Someone who is generally - very connected may post a very separate-sounding message, and vice versa. The - purpose of rating each post using this scale is to:

-
-

a) help you think about these issues when reading other posts
- b) provide feedback to each author on how they are being seen by others

-
-

The results are not used towards student assessment in any way, they are just - to help improve communication and learning.

-
-


- In case you're interested, here are some references to papers by the authors - who originally developed these ideas:

- - diff --git a/lang/de/help/forum/subscription.html b/lang/de/help/forum/subscription.html deleted file mode 100644 index 07878eb79f..0000000000 --- a/lang/de/help/forum/subscription.html +++ /dev/null @@ -1,18 +0,0 @@ -

Forum Subscription

- -

When a person is subscribed to a forum it means that -they will be sent email copies of every post in that forum -(posts are sent about maxeditingtime/60 ?> minutes after the post was first -written). - -

People can usually choose whether or not they want to be -subscribed to each forum. - -

However, if a teacher forces subscription on a particular forum -then this choice is taken away and everyone in the class will get -email copies. - -

This is especially useful in the News forum and in forums -towards the beginning of the course (before everyone has -worked out that they can subscribe to these emails themselves). - diff --git a/lang/de/help/guestaccess.html b/lang/de/help/guestaccess.html deleted file mode 100644 index 23b4a31e5a..0000000000 --- a/lang/de/help/guestaccess.html +++ /dev/null @@ -1,21 +0,0 @@ -

Guest Access

- -

You have the choice of allowing "guests" into your course. - -

People can log in as guests using the "Login as a guest" button - on the login screen. - -

Guests ALWAYS have "read-only" access - meaning they can't leave - any posts or otherwise mess up the course for real students. - -

This can be handy when you want to let a colleague in to - look around at your work, or to let students see a course before - they have decided to enrol. - -

Note that you have a choice between two types of guest access: - with the enrolment key or without. If you choose to allow - guests who have the key, then the guest will need to provide - the current enrolment key EVERY TIME they log in (unlike - students who only need to do it once). This lets you restrict - your guests. If you choose to allow guests without a key, then - anyone can get straight into your course. diff --git a/lang/de/help/html.html b/lang/de/help/html.html deleted file mode 100644 index e004543532..0000000000 --- a/lang/de/help/html.html +++ /dev/null @@ -1,13 +0,0 @@ -

Help on writing html

- -

When writing HTML in Moodle, you are free to use any HTML tags you like - to produce the effect you want. - -

Your code will normally be printed on the page within a table cell, - so: - -

- diff --git a/lang/de/help/langedit.html b/lang/de/help/langedit.html deleted file mode 100644 index 1e5b171f78..0000000000 --- a/lang/de/help/langedit.html +++ /dev/null @@ -1,12 +0,0 @@ -

Language Editing

- -

To edit languages on this page the files need to be writable - by the web server process. - -

Within some of the strings you will notice $a and $a->something. - -

These represent variables that will be replaced by names or other words from - within Moodle. - -

When there is only one variable, the $a form is used. When there are two or - more variables, then each one has a name. diff --git a/lang/de/help/mods.html b/lang/de/help/mods.html deleted file mode 100644 index 7f75d64439..0000000000 --- a/lang/de/help/mods.html +++ /dev/null @@ -1,69 +0,0 @@ -

Activity Modules

- -

Moodle contains a wide range of activity modules that can be used to - build up any type of course.

- -

 Forums

- - -

 Journals

- - -

 Resources

- - -

 Assignments

- - -

 Quizzes

- - -

 Choices

- - -

 Surveys

- - - diff --git a/lang/de/help/pgassignment/anonymous.html b/lang/de/help/pgassignment/anonymous.html deleted file mode 100644 index ea9028c821..0000000000 --- a/lang/de/help/pgassignment/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/de/help/pgassignment/assignmenttype.html b/lang/de/help/pgassignment/assignmenttype.html deleted file mode 100644 index 92a4341793..0000000000 --- a/lang/de/help/pgassignment/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/de/help/pgassignment/breakdownoffinalgrade.html b/lang/de/help/pgassignment/breakdownoffinalgrade.html deleted file mode 100644 index 4c54fe8c6c..0000000000 --- a/lang/de/help/pgassignment/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/de/help/pgassignment/calculatingfinalgrade.html b/lang/de/help/pgassignment/calculatingfinalgrade.html deleted file mode 100644 index 1d9ad03eb0..0000000000 --- a/lang/de/help/pgassignment/calculatingfinalgrade.html +++ /dev/null @@ -1,40 +0,0 @@ -

The Calculation of the Final Grade

- -

The table at the foot of the screen shows the final grade for each student - for this assignment. Their grade is made up from three components. - -

    -
  1. The teacher's grade for their submitted work. -
  2. The average of the peer grades for their submitted work. This 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. A grade for the student's performance in the peer grading phase. This - performance is based by (a) if their grades are,on average, too high or too low - (this is called bias), (b) if their grades follow, again on average, the grades given by - the other students (and that of the teacher if included) (this is called reliability) - and (c) on the quality of their feedback to the other students, this is graded - explicitly by the teacher in the top half of the page. These three are weighted - by the factors 1:2:3 respectively in the calculation of the "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. 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 no teacher grading is done - at all then the teacher's grades should be given 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 dominate the final grades. - -

Note that this screen is used iteratively and the final grades are not normally - made available to the students until all the grades for the comments have been - entered AND the component weights (for the teacher's grades, the peer - grades and grading performance) have been finalised. Once these two separate - tasks have been done then the final grades can be made available to the - students. -

diff --git a/lang/de/help/pgassignment/elements.html b/lang/de/help/pgassignment/elements.html deleted file mode 100644 index 9a299ad6be..0000000000 --- a/lang/de/help/pgassignment/elements.html +++ /dev/null @@ -1,32 +0,0 @@ -

Peer Graded Assignment Elements

- -

For ease of grading a Peer Graded 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. 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 graded assignment. -
-

diff --git a/lang/de/help/pgassignment/finalgrades.html b/lang/de/help/pgassignment/finalgrades.html deleted file mode 100644 index 7920b6f92f..0000000000 --- a/lang/de/help/pgassignment/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 an error is seen in the table then it is possible to "go back" - and make a correction in some cases. There are a couple of possibilities. - -

    -
  1. If a teacher's grade needs to be changed then the piece of work can be - re-graded by going - to the teacher's Management screen for assignment and clicking on the link "View - (n) submitted Assignments". The piece of work can be re-graded. Once this has - been done then the Phase 4 screen "Grade Comments" should be displayed AND the - link at the foot of that page clicked so that the new final grade is stored in the - database. -
  2. If it is desired to use a different weighting scheme then the link - "Calculate Final Grades" can be clicked and the new weights entered. Clicking - on the button at the foot of the screen will save the adjusted weights and re-calculate - the final scores. -
- -

diff --git a/lang/de/help/pgassignment/graded.html b/lang/de/help/pgassignment/graded.html deleted file mode 100644 index b5233f2972..0000000000 --- a/lang/de/help/pgassignment/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/de/help/pgassignment/grading.html b/lang/de/help/pgassignment/grading.html deleted file mode 100644 index a648d1cd28..0000000000 --- a/lang/de/help/pgassignment/grading.html +++ /dev/null @@ -1,28 +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. 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 person whose work you are asessing has the opportunity to get back - to you and may well query a grade if there is no explaination. -
- -

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. - -

Note that not all the assessment elements may be counted equally. The - higher their "Weight" the higher they count when calculating - the overall grade. - -

You may find that once you have assessed several pieces of work, you want - to re-assess one or two of them. This is allowed and, indeed, this is good idea as - it will give your asessments a greater consistency. - -

diff --git a/lang/de/help/pgassignment/gradingcomments.html b/lang/de/help/pgassignment/gradingcomments.html deleted file mode 100644 index 8b30156ca7..0000000000 --- a/lang/de/help/pgassignment/gradingcomments.html +++ /dev/null @@ -1,25 +0,0 @@ -

Grading the Peer Comments

- -

This screen is used to enter the teacher's grades for the comments made - by the students during the peer grading 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 peer grading 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. - -

The comments are grouped together by submission, that is each set of - comments refers to the same piece of work. If available the teacher's own - comments are shown first as a kind of benchmark. - -

Note that this screen can be used iteratively and there is no need to grade all - the comments in one go. Indeed it may be desirable to regrade some of the - comments once the "standard" of the comments has been established. - -

The grades of comments that have been scored are - saved by clicking on the apprpriate button at the foot of the page. Once the - teacher is happy with all the comment grades the next step is to calculate - the Final Grades. - -

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

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/de/help/pgassignment/managing.html b/lang/de/help/pgassignment/managing.html deleted file mode 100644 index 101c302618..0000000000 --- a/lang/de/help/pgassignment/managing.html +++ /dev/null @@ -1,39 +0,0 @@ -

Managing a Peer Graded Assignment

- -

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

    -
  1. The assessment of a peer 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 page. (See that page for more details.) - -
  2. With the grading page set up the assignment is made available to students. - There is a submission deadline for the work done by the students. During this - phase the teacher can, if desired, grade some or all of the submissions. The - grading need not be final, the grades are used as a guide in the next phase... - -
  3. After the submission deadline has passed, the teacher moves the assignment - to the peer grading phase. First each student is allocated a random selection - of the submitted pieces of work. If there is a sufficient number of graded - submissions, the system ensures that each student is allocated at least one - "good" piece of work and at least one "poor" piece of work. - Each student now has a number of pieces of work to grade. This must be done - within the "Grading" deadline. A student can comment on these - assessments (made by other students) of their own peice of work and they - can go back for re-grading if the student is not happy with some aspect. - That loop continues until either the student is happy with the amended - assessment, the deadline for grading is reached or the teacher intervenes - in the process. - -
  4. After the grading deadline has passed the teacher must grade the comments - made by the students on submissions. This is a single grade score. Once the - comments has be graded the teacher can calculate the final grades of the students. - These final grades are normally made up of three components, teacher's grade, - mean peer grade and grading performance. The later is mainly the mean score - entered by the teacher against a student's comments. This three components are - first weighted before the calculation takes place. -
- -

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

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/de/help/pgassignment/resubmit.html b/lang/de/help/pgassignment/resubmit.html deleted file mode 100644 index 77858dcb6a..0000000000 --- a/lang/de/help/pgassignment/resubmit.html +++ /dev/null @@ -1,15 +0,0 @@ -

Resubmitting assignments

- -

By default, students cannot resubmit assignments once the teacher has graded them

- -

If you turn this option on, then students will be allowed to resubmit assignments - after they have been graded (for you to re-grade). This may be useful if the - teacher wants to encourage students to do better work in an iterative process.

- -

Obviously, this option is only relevant during the submission phase of a peer graded - assignment. During the peer grading phase the grading is always done iteratively, the student - whose work is being graded has the opportunity to disagree with the set of - comments (and possibly grades) on their work and send a reply back to the student - doing the grading. This process continues until agreement is reached... - -

diff --git a/lang/de/help/pgassignment/showinggrades.html b/lang/de/help/pgassignment/showinggrades.html deleted file mode 100644 index 9f94bbdd3f..0000000000 --- a/lang/de/help/pgassignment/showinggrades.html +++ /dev/null @@ -1,22 +0,0 @@ -

When to display Grades

- -

A peer graded assignment can have either of these characteristics: - -

    -
  1. In the peer grading phase the students see the feedback on the - assessment elements, the general comment and the grades given - by the other students. The students are shown both the individual - assessment element grades and their overall grade. This may lead - into more disputes than the second type of peer graded assignment... - -
  2. In the peer grading phase the students see only the feadback on the - assessment elements and the general comment made by - the other students. The grades for the individual assessment elements are - not revealed (although they are held in the system). Further, the students - do not see their overall grades as given by their peers. Only when the - comments have been agreed are the grades (and the overall grade) - shown. This type of peer graded assignment is likely to be less - contentious than the first type. -
- -

diff --git a/lang/de/help/pgassignment/specimen.html b/lang/de/help/pgassignment/specimen.html deleted file mode 100644 index 38b3d43e25..0000000000 --- a/lang/de/help/pgassignment/specimen.html +++ /dev/null @@ -1,14 +0,0 @@ -

Specimen Grading 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 and add text 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 by you during this - assignment. - - -

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

Display of Teacher's Grades

- -

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. - -

diff --git a/lang/de/help/picture.html b/lang/de/help/picture.html deleted file mode 100644 index f98f63a44a..0000000000 --- a/lang/de/help/picture.html +++ /dev/null @@ -1,18 +0,0 @@ -

Uploading a picture

- -

You can upload a picture from your computer to this server, and this picture will be used in various places to represent you. -

For this reason, the best images to use are a close-up of your face, but you can use any image you like. -

The picture must be in JPG or PNG format (ie the names will usually end in .jpg or .png). -

You can get a picture file using one of four methods: - -

    -
  1. Using a digital camera, your photos will most likely already be on your computer in the right format. -
  2. You can use a scanner to scan a printed photograph. Make sure you save it as JPG or PNG format. -
  3. If you're artistic, you might draw a picture using a paint program. -
  4. Lastly, you can "steal" images from the web. http://images.google.com is a superb place to search for images. Once you find one, you can "right-click" on them with the mouse and choose "Save this image..." from the menu (different computers may vary slightly). -
- -

To upload the image, click the "Browse" button on this editing page, and select the image from your hard disk. -

NOTE: Make sure that the file is not larger than the maximum size listed, or it will not be uploaded. -

Then click "Update my Profile" at the bottom - the image file will be cropped to a square and resized down to 100x100 pixels. -

When you are taken back to your profile page, the image might not appear to have changed. If this is so, just use the "Reload" button in your browser. diff --git a/lang/de/help/questions.html b/lang/de/help/questions.html deleted file mode 100644 index 5bfa7cef28..0000000000 --- a/lang/de/help/questions.html +++ /dev/null @@ -1,86 +0,0 @@ -

Questions

- -

A good way to help other people think about a subject is to - ask them a question about it. Being asked a good question - can really help us put information together, evaluate our - existing ideas and create new ideas.

- -

Asking questions that are specifically intended to help - others learn is known as Socratic questioning, named - after Socrates in Ancient Greece.

- -

Socratic questions require you to listen very carefully - to the other person to help you judge and phrase your question - in a helpful, constructive, and hopefully non-confrontational way. - -

Here are some examples of such questions:

- - - -

Questions of clarification

- -

Questions that probe assumptions

- -

Questions that probe reasons and evidence

- -

Questions about viewpoints or perspectives

- -

Questions that probe implications and consequences

- - -
-Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. - -

-

diff --git a/lang/de/help/quiz/attempts.html b/lang/de/help/quiz/attempts.html deleted file mode 100644 index a912d92b52..0000000000 --- a/lang/de/help/quiz/attempts.html +++ /dev/null @@ -1,6 +0,0 @@ -

Quiz attempts

- -

Students may be allowed to have multiple attempts at a quiz. - -

This can help make the process of taking the quiz more of - an educational activity rather than simply an assessment. diff --git a/lang/de/help/quiz/categories.html b/lang/de/help/quiz/categories.html deleted file mode 100644 index f0a21f987f..0000000000 --- a/lang/de/help/quiz/categories.html +++ /dev/null @@ -1,17 +0,0 @@ -

Question categories

- -

Rather than keeping all your questions in one big list, - you can create categories to keep them in. - -

Each category consists of a name and a short description. - -

Each category can also be "published", which means - that the category (and all questions in it) will be - available to all courses on this server, so that - other courses can use your questions in their quizzes. - -

Categories can also be created or deleted at will. - However, if you try to delete a category containing - questions, then you will be asked to specify another - category to move them to. - diff --git a/lang/de/help/quiz/correctanswers.html b/lang/de/help/quiz/correctanswers.html deleted file mode 100644 index 3a42e9efa4..0000000000 --- a/lang/de/help/quiz/correctanswers.html +++ /dev/null @@ -1,6 +0,0 @@ -

Show correct answers

- -

If you enable correct answers, then the -feedback will show also show the correct answer -for each question (highlighted in a bright colour). -

diff --git a/lang/de/help/quiz/createmultiple.html b/lang/de/help/quiz/createmultiple.html deleted file mode 100644 index ead4c555f9..0000000000 --- a/lang/de/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/de/help/quiz/feedback.html b/lang/de/help/quiz/feedback.html deleted file mode 100644 index 8d16da6f65..0000000000 --- a/lang/de/help/quiz/feedback.html +++ /dev/null @@ -1,5 +0,0 @@ -

Feedback

- -

If you enable quiz feedback, then students will receive - question feedback on every answer (right or wrong).

- diff --git a/lang/de/help/quiz/grademethod.html b/lang/de/help/quiz/grademethod.html deleted file mode 100644 index fe5289c857..0000000000 --- a/lang/de/help/quiz/grademethod.html +++ /dev/null @@ -1,25 +0,0 @@ -

Grading method

- -

When multiple attempts are allowed, there are different ways - you can use the grades to calculate the student's final - grade for the quiz. - -

Highest grade

-

- -

Average grade

-

- -

First grade

-

- -

Last grade

-

diff --git a/lang/de/help/quiz/import.html b/lang/de/help/quiz/import.html deleted file mode 100644 index d99a847beb..0000000000 --- a/lang/de/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/de/help/quiz/match.html b/lang/de/help/quiz/match.html deleted file mode 100644 index 00bdfcdb2c..0000000000 --- a/lang/de/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/de/help/quiz/maxgrade.html b/lang/de/help/quiz/maxgrade.html deleted file mode 100644 index d3841862d4..0000000000 --- a/lang/de/help/quiz/maxgrade.html +++ /dev/null @@ -1,11 +0,0 @@ -

Maximum grade

- -

The maximum grade you set for a quiz is what all grades - are scaled to. - -

For example, you might set the max grade to 20, because the - quiz is worth 20% of the whole course. - -

Even though you might have 10 questions in your quiz - worth a total of 50 marks, all grades out of 50 will be - "scaled down" to the quiz max grade of 20. diff --git a/lang/de/help/quiz/multichoice.html b/lang/de/help/quiz/multichoice.html deleted file mode 100644 index 52682ffa7c..0000000000 --- a/lang/de/help/quiz/multichoice.html +++ /dev/null @@ -1,19 +0,0 @@ -

Multiple Choice questions

- -

In response to a question (that may include a image) the respondent - chooses from multiple answers. There are two types of multiple choice - questions - single answer and multiple answer. - -

Single-answer questions allow one and only one answer to be chosen. - Generally all the grades for such a question should be positive. - -

Multiple-answer questions allow one or more answers to be chosen - each answer - may carry a positive or negative grade, so that choosing ALL the options - will not necessarily result in good grade. If the total grade is negative - then the total grade for this question will be zero. Careful, it is - possible to create questions that have scores greater than 100%. - -

Finally, each answer (right or wrong) should include feedback - this feedback - will be shown to the respondent next to each of their answers (if the quiz - itself is configured to show feedback). -

diff --git a/lang/de/help/quiz/questiontypes.html b/lang/de/help/quiz/questiontypes.html deleted file mode 100644 index f3fc130160..0000000000 --- a/lang/de/help/quiz/questiontypes.html +++ /dev/null @@ -1,37 +0,0 @@ -

Creating a new question

- -

You can add a variety of different types of questions to a category:

- -

Multiple Choice

- - -

Short Answer

- - -

True/False

- - -

Random

- - diff --git a/lang/de/help/quiz/random.html b/lang/de/help/quiz/random.html deleted file mode 100644 index 6aaf9c38ca..0000000000 --- a/lang/de/help/quiz/random.html +++ /dev/null @@ -1,3 +0,0 @@ -

Random question

- - diff --git a/lang/de/help/quiz/randomsamatch.html b/lang/de/help/quiz/randomsamatch.html deleted file mode 100644 index 31c10eb516..0000000000 --- a/lang/de/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/de/help/quiz/review.html b/lang/de/help/quiz/review.html deleted file mode 100644 index 6376609f60..0000000000 --- a/lang/de/help/quiz/review.html +++ /dev/null @@ -1,6 +0,0 @@ -

Allow review once quiz is closed

- -

If you enable this option, then students will be able to - review their past attempts at this quiz.

- -

This is only enabled once the quiz is closed.

diff --git a/lang/de/help/quiz/shortanswer.html b/lang/de/help/quiz/shortanswer.html deleted file mode 100644 index 39f343310b..0000000000 --- a/lang/de/help/quiz/shortanswer.html +++ /dev/null @@ -1,10 +0,0 @@ -

Short Answer questions

- -

In response to a question (that may include a image) the respondent - types a word or short phrase. - -

There may be several possible correct answers, each with a different - grade. If the "Case sensitive" option is selected, then you can - have different scores for "Word" or "word". - -

Answers are compared exactly, so be careful with your spelling! diff --git a/lang/de/help/quiz/shuffleanswers.html b/lang/de/help/quiz/shuffleanswers.html deleted file mode 100644 index 488193ef06..0000000000 --- a/lang/de/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/de/help/quiz/shufflequestions.html b/lang/de/help/quiz/shufflequestions.html deleted file mode 100644 index 45c8ef5b54..0000000000 --- a/lang/de/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/de/help/quiz/timeopen.html b/lang/de/help/quiz/timeopen.html deleted file mode 100644 index 5bda122a35..0000000000 --- a/lang/de/help/quiz/timeopen.html +++ /dev/null @@ -1,5 +0,0 @@ -

Opening and closing the quiz

- -

You can specify times when the quiz is accessible for people to make attempts. - -

Before the opening time, and after the closing time, the quiz will be unavailable. diff --git a/lang/de/help/quiz/truefalse.html b/lang/de/help/quiz/truefalse.html deleted file mode 100644 index 7323375a24..0000000000 --- a/lang/de/help/quiz/truefalse.html +++ /dev/null @@ -1,11 +0,0 @@ -

True/False questions

- - -

In response to a question (that may include a image) the respondent - chooses from True or False. - -

If feedback is enabled, then the appropriate feedback message is - shown to the respondent after answering the quiz. For example, - if the correct answer is "False", but they answer "True" (getting - it wrong) then the "True" feedback is shown. -

diff --git a/lang/de/help/reading.html b/lang/de/help/reading.html deleted file mode 100644 index bf78d401b1..0000000000 --- a/lang/de/help/reading.html +++ /dev/null @@ -1,13 +0,0 @@ -

Reading

- -

When reading texts quickly it is often very easy to misunderstand what the - author was trying to say.

- -

To avoid misunderstanding, read their words carefully and try to see things - from the author's point of view.

- -

It can also help to think of what the author has NOT said or left in doubt - - this may help you form questions in your own mind.

- -

-

diff --git a/lang/de/help/resource/resourcetype.html b/lang/de/help/resource/resourcetype.html deleted file mode 100644 index 1c97e2b5c5..0000000000 --- a/lang/de/help/resource/resourcetype.html +++ /dev/null @@ -1,27 +0,0 @@ -

Resource Type

- -

Resources 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. Some things you type will be automatically formatted, just like -forum postings. See help on typing text: - -

HTML text - for more advanced users. No automatic formatting is performed, -you need to do it all manually using HTML codes. - -

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 resource -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. - -

Program - an external program that requires information passed to it -about the current Moodle user and course. This allows external web applications -to cooperate with Moodle. diff --git a/lang/de/help/resource/summary.html b/lang/de/help/resource/summary.html deleted file mode 100644 index 016342e192..0000000000 --- a/lang/de/help/resource/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/de/help/richtext.html b/lang/de/help/richtext.html deleted file mode 100644 index 945bfb1784..0000000000 --- a/lang/de/help/richtext.html +++ /dev/null @@ -1,160 +0,0 @@ -

About the Richtext HTML editor

- -

Availability: -htmleditor) { - print_string("htmleditordisabledadmin"); - } else if (!$USER->htmleditor) { - print_string("htmleditordisabled"); - } else if (!can_use_richtext_editor()) { - print_string("htmleditordisabledbrowser"); - } else { - print_string("htmleditoravailable"); - } -?> -

- -

The Richtext HTML editor provides a word-processor interface embedded in your web page to allow you to edit text in an intuitive way, and produces normal HTML code. - -

In addition to formatting text, this editor provides a number of extra features you may find useful. - -

Paste text in from other Applications

- - -

Inserting images

- - -

Inserting Tables

- - -

Inserting Links

- - - -

Inserting smilies (emoticons)

- - - diff --git a/lang/de/help/summaries.html b/lang/de/help/summaries.html deleted file mode 100644 index 1b720b8ec0..0000000000 --- a/lang/de/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/de/help/surveys.html b/lang/de/help/surveys.html deleted file mode 100644 index 939252e08e..0000000000 --- a/lang/de/help/surveys.html +++ /dev/null @@ -1,99 +0,0 @@ -

Available surveys

- -

Currently, Moodle only offers specific types of surveys (future versions -will enable you to create your own).

- -

The available surveys have been chosen as being particularly useful for -evaluating online learning environments that use a constructivist pedagogy. -They are useful to identify certain trends that may be happening among -your participants. - -(To see a paper where these are used in a detailed analysis, see: -http://dougiamas.com/writing/herdsa2002)

- -
-

COLLES - Constructivist On-Line Learning Environment Survey

- - - -
-

ATTLS - Attitudes to Thinking and Learning Survey

- diff --git a/lang/de/help/teachers.html b/lang/de/help/teachers.html deleted file mode 100644 index 0a482c970f..0000000000 --- a/lang/de/help/teachers.html +++ /dev/null @@ -1,22 +0,0 @@ -

Teachers

- -

This page shows the list of people who are assigned to be - "teachers" in this course (by the system administrator). - -

You can use this form to assign a role (title) to each person - such as "Professor", "Tutor", "Assistant" and so on. These - will appear on the site's course listing and also on the - list of participants for your course. If you leave the - role empty then the default word for teacher will be used - (the one you set in the Course Settings page). - -

You can also order this list (to put the main teacher at the - top, for example). Simply select numbers from the menus - in the "Order" column. After pressing "Save changes" you will - see the new order. - -

NOTE: A special case occurs if you use select "Hide" - for a teacher. In this case, the teacher will - NOT BE SHOWN on the course listings or the list of - participants. They will be "hidden" from students - (unless they post messages to the forums etc) diff --git a/lang/de/help/text.html b/lang/de/help/text.html deleted file mode 100644 index d79dbfbeeb..0000000000 --- a/lang/de/help/text.html +++ /dev/null @@ -1,144 +0,0 @@ -

Help on writing text

- -Writing text in Moodle works pretty much the way you would expect, but you also have the ability to include "smilies", "URL addresses" and some HTML tags in your text. - -

Smilies (emoticons)

- - -

URLs

- - -

HTML tags

- - - diff --git a/lang/de/help/textformat.html b/lang/de/help/textformat.html deleted file mode 100644 index e01d9612a6..0000000000 --- a/lang/de/help/textformat.html +++ /dev/null @@ -1,41 +0,0 @@ -

Formatting text

- -

When writing text in Moodle there are currently two formats you can choose - to produce your text, depending on your expertise and the type of browser - you are using. - -

Usually you can just leave this setting alone and things should - work as you expect. - -

1. Moodle auto-format

- - - -

2. HTML format

- - diff --git a/lang/de/help/wiki.html b/lang/de/help/wiki.html deleted file mode 100644 index 835153b649..0000000000 --- a/lang/de/help/wiki.html +++ /dev/null @@ -1,82 +0,0 @@ -

Help on writing Wiki Formatted Pages

- -

- Wiki formatted pages provide a facility for marking up plain text with intutive human readable - conventions 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 right to the eye even before conversion. -

- -

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)
- -

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. At present lists cannot be intermixed or nested. Definition list -definitions and text types maybe freely intermixed to obtain the desired effect however. The special characters -are as follows...

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

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

- -

Automatic reformattion

- -

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

- - - diff --git a/lang/de/help/workshop/addingacomment.html b/lang/de/help/workshop/addingacomment.html deleted file mode 100644 index 2a9a897af6..0000000000 --- a/lang/de/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/de/help/workshop/agreeassessments.html b/lang/de/help/workshop/agreeassessments.html deleted file mode 100644 index 577a06b7fd..0000000000 --- a/lang/de/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/de/help/workshop/anonymous.html b/lang/de/help/workshop/anonymous.html deleted file mode 100644 index ea9028c821..0000000000 --- a/lang/de/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/de/help/workshop/assignmenttype.html b/lang/de/help/workshop/assignmenttype.html deleted file mode 100644 index 92a4341793..0000000000 --- a/lang/de/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/de/help/workshop/breakdownoffinalgrade.html b/lang/de/help/workshop/breakdownoffinalgrade.html deleted file mode 100644 index 4c54fe8c6c..0000000000 --- a/lang/de/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/de/help/workshop/calculatingfinalgrade.html b/lang/de/help/workshop/calculatingfinalgrade.html deleted file mode 100644 index 77d6c0c685..0000000000 --- a/lang/de/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/de/help/workshop/editingacomment.html b/lang/de/help/workshop/editingacomment.html deleted file mode 100644 index 49de226628..0000000000 --- a/lang/de/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/de/help/workshop/elements.html b/lang/de/help/workshop/elements.html deleted file mode 100644 index a595abb8ea..0000000000 --- a/lang/de/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/de/help/workshop/finalgrades.html b/lang/de/help/workshop/finalgrades.html deleted file mode 100644 index 0f51aa8fbf..0000000000 --- a/lang/de/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/de/help/workshop/graded.html b/lang/de/help/workshop/graded.html deleted file mode 100644 index b5233f2972..0000000000 --- a/lang/de/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/de/help/workshop/grading.html b/lang/de/help/workshop/grading.html deleted file mode 100644 index b7da8771b7..0000000000 --- a/lang/de/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 -

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  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. -
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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. - -

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Grading the Student Assessments

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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/de/help/workshop/gradingstrategy.html b/lang/de/help/workshop/gradingstrategy.html deleted file mode 100644 index 23fec36b1f..0000000000 --- a/lang/de/help/workshop/gradingstrategy.html +++ /dev/null @@ -1,73 +0,0 @@ -

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 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/de/help/workshop/managing.html b/lang/de/help/workshop/managing.html deleted file mode 100644 index 55f383b30c..0000000000 --- a/lang/de/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 peices - of work from other students. After assessment the originator of the work - can view the comments and grade given by their peer. 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 show the teacher's comments and grade - for each of their assessments if available. -

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

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/de/help/workshop/nelements.html b/lang/de/help/workshop/nelements.html deleted file mode 100644 index 2352c05bbd..0000000000 --- a/lang/de/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/de/help/workshop/numberofassessors.html b/lang/de/help/workshop/numberofassessors.html deleted file mode 100644 index 4bbf1ac3ae..0000000000 --- a/lang/de/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/de/help/workshop/resubmit.html b/lang/de/help/workshop/resubmit.html deleted file mode 100644 index 0830b5d211..0000000000 --- a/lang/de/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/de/help/workshop/selfassessment.html b/lang/de/help/workshop/selfassessment.html deleted file mode 100644 index 1024d737a2..0000000000 --- a/lang/de/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/de/help/workshop/showinggrades.html b/lang/de/help/workshop/showinggrades.html deleted file mode 100644 index 9f94bbdd3f..0000000000 --- a/lang/de/help/workshop/showinggrades.html +++ /dev/null @@ -1,22 +0,0 @@ -

When to display Grades

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A peer graded assignment can have either of these characteristics: - -

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  1. In the peer grading phase the students see the feedback on the - assessment elements, the general comment and the grades given - by the other students. The students are shown both the individual - assessment element grades and their overall grade. This may lead - into more disputes than the second type of peer graded assignment... - -
  2. In the peer grading phase the students see only the feadback on the - assessment elements and the general comment made by - the other students. The grades for the individual assessment elements are - not revealed (although they are held in the system). Further, the students - do not see their overall grades as given by their peers. Only when the - comments have been agreed are the grades (and the overall grade) - shown. This type of peer graded assignment is likely to be less - contentious than the first type. -
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diff --git a/lang/de/help/workshop/specimen.html b/lang/de/help/workshop/specimen.html deleted file mode 100644 index 38b3d43e25..0000000000 --- a/lang/de/help/workshop/specimen.html +++ /dev/null @@ -1,14 +0,0 @@ -

Specimen Grading 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. - -

Please note that although you can change the grades and add text 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 by you during this - assignment. - - -

diff --git a/lang/de/help/workshop/teachersgradings.html b/lang/de/help/workshop/teachersgradings.html deleted file mode 100644 index 184f4b3ee8..0000000000 --- a/lang/de/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. - -

diff --git a/lang/de/help/writing.html b/lang/de/help/writing.html deleted file mode 100644 index e37083dc7a..0000000000 --- a/lang/de/help/writing.html +++ /dev/null @@ -1,23 +0,0 @@ -

Writing

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When writing text for others to read, try and write directly to your audience.

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Explain your ideas as clearly and simply as you can to help avoid misunderstandings. - One thing you can do is to avoid long words when a short one will do.

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In the forums it will really help to keep your whole posts short and on-topic. - Instead of one long rambling post that makes many different points, it may be - better to write several shorter ones (they may even belong in separate forums). - -

Re-edit your text as much as necessary until you get it right. - Even in forum posts you have maxeditingtime/60) ?> minutes - after you've posted it to go back and improve it if necessary.

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When replying to others, try and think of interesting questions you - can ask them. This will help both you and the other person think (and learn!) - about the subject you are discussing.

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