From be7a54d12ac22373e7a30ac9fe57f4016bf47ee0 Mon Sep 17 00:00:00 2001 From: koenr Date: Sun, 9 Jan 2005 00:21:27 +0000 Subject: [PATCH] moving towards XHTML compliance --- lang/en/docs/coding.html | 5 +- lang/en/docs/credits.html | 1 - lang/en/docs/cvs.html | 5 +- lang/en/docs/developer.html | 5 +- lang/en/docs/faq.html | 5 +- lang/en/docs/future.html | 2 + lang/en/docs/install.html | 12 ++-- lang/en/docs/installamp.html | 2 + lang/en/docs/other.html | 1 + lang/en/docs/release.html | 5 +- lang/en/docs/releaseold.html | 7 +-- lang/en/docs/teacher.html | 2 + lang/en/docs/translation.html | 5 +- lang/en/docs/upgrade.html | 2 + lang/en/help/workshop/addcommenttobank.html | 4 +- lang/en/help/workshop/addingacomment.html | 8 +-- lang/en/help/workshop/agreeassessments.html | 4 +- .../help/workshop/analysisofassessments.html | 11 ++-- lang/en/help/workshop/anonymous.html | 4 +- lang/en/help/workshop/assignmenttype.html | 7 +-- .../help/workshop/breakdownoffinalgrade.html | 22 ++++---- .../help/workshop/calculatingfinalgrade.html | 36 ++++++------ lang/en/help/workshop/elements.html | 16 +++--- lang/en/help/workshop/finalgrades.html | 4 +- lang/en/help/workshop/grading.html | 8 +-- lang/en/help/workshop/gradingstrategy.html | 16 +++--- lang/en/help/workshop/includeself.html | 2 +- .../help/workshop/includeteachersgrade.html | 2 +- lang/en/help/workshop/index.html | 56 +++++++++---------- lang/en/help/workshop/managing.html | 14 ++--- lang/en/help/workshop/managing2.html | 8 +-- lang/en/help/workshop/mods.html | 2 +- lang/en/help/workshop/nelements.html | 2 +- lang/en/help/workshop/resubmit.html | 2 +- lang/en/help/workshop/selfassessment.html | 6 +- lang/en/help/workshop/showinggrades.html | 2 +- .../workshop/ungradedassessments_student.html | 7 +-- .../workshop/ungradedassessments_teacher.html | 10 ++-- 38 files changed, 161 insertions(+), 151 deletions(-) diff --git a/lang/en/docs/coding.html b/lang/en/docs/coding.html index cdd53a4a5c..eb9ed574d3 100755 --- a/lang/en/docs/coding.html +++ b/lang/en/docs/coding.html @@ -1,3 +1,4 @@ + Moodle Docs: Coding Guidelines @@ -39,7 +40,7 @@ from your code using get_string() or print_string().
  • All help files should be translatable - create new texts in the "en/help" directory and call them using helpbutton(). -

    If you need to update a help file: +

    If you need to update a help file:

    -

    +
  • Incoming data from the browser (sent via GET or POST) automatically has magic_quotes applied (regardless of the PHP settings) so that you can safely diff --git a/lang/en/docs/credits.html b/lang/en/docs/credits.html index 743d9f36a3..c27b9d2ac1 100644 --- a/lang/en/docs/credits.html +++ b/lang/en/docs/credits.html @@ -200,7 +200,6 @@ URL: http://moodle.org/download/mim URL: http://www.michelf.com/projects/php-markdown/

    -

    Snoopy  -   lib/snoopy

    A PHP net client
    diff --git a/lang/en/docs/cvs.html b/lang/en/docs/cvs.html index a9731e7792..9836f89eca 100644 --- a/lang/en/docs/cvs.html +++ b/lang/en/docs/cvs.html @@ -1,3 +1,4 @@ + Moodle Docs: How to use CVS @@ -32,7 +33,7 @@ 4.3. Feature branches for large changes

    •  

    -

    1. Joining the project as a developer

    +

    1. Joining the project as a developer

    So, you've been offered CVS write access to help us develop and maintain Moodle! Welcome aboard!

    To be able to write changes into Moodle's CVS archive, you first need to have an account at Sourceforge (registration is free and easy). For the examples on this page, let's assume your username is myusername and your password is mypassword. Take special note of the sourceforge instructions to create your CVS home directory - something you have to do with every new account to "enable" it for CVS. Basically you just have to use ssh to interactively connect to cvs.sourceforge.net.

    @@ -204,7 +205,7 @@ update -dP
    cvs tag -R MOODLE_XX_WIDGET_PRE
  • Create your branch called MOODLE_XX_WIDGET

    -
    cvs tag -Rb MOODLE_XX_WIDGET
    • +
    cvs tag -Rb MOODLE_XX_WIDGET
  • Work in that branch until the feature is reasonably stable. Commit as necessary.

    cvs commit
    • diff --git a/lang/en/docs/developer.html b/lang/en/docs/developer.html index a87b559579..de819158ef 100644 --- a/lang/en/docs/developer.html +++ b/lang/en/docs/developer.html @@ -1,3 +1,5 @@ + + Moodle Docs: Developers Manual @@ -192,8 +194,7 @@
  • survey.php - strings for survey module
  • .... plus other modules if any.

    - A string is called from these files using the get_string() - or print_string() functions. Each string + A string is called from these files using the get_string() or print_string() functions. Each string supports variable substitution, to support variable ordering in different languages.

    diff --git a/lang/en/docs/faq.html b/lang/en/docs/faq.html index 557821e9f9..a551525c73 100644 --- a/lang/en/docs/faq.html +++ b/lang/en/docs/faq.html @@ -1,3 +1,4 @@ + Moodle Docs: Frequently Asked Questions (FAQ) @@ -81,7 +82,7 @@ reduced functionality due to a mis-configuration in the firewall settings.

    Why doesn't my Moodle site display the - time & date correctly?

    + time & date correctly?

    Email copies are not being sent @@ -705,7 +706,7 @@ reduced functionality due to a mis-configuration in the firewall settings. -

    Why doesn't my Moodle site display the time & date correctly?

    +

    Why doesn't my Moodle site display the time & date correctly?

    diff --git a/lang/en/docs/future.html b/lang/en/docs/future.html index 9223304824..599d953d6e 100644 --- a/lang/en/docs/future.html +++ b/lang/en/docs/future.html @@ -1,3 +1,5 @@ + + Moodle Docs: Future diff --git a/lang/en/docs/install.html b/lang/en/docs/install.html index 411b3cc808..2aace410d6 100644 --- a/lang/en/docs/install.html +++ b/lang/en/docs/install.html @@ -1,3 +1,5 @@ + + Moodle Docs: Basic Installation @@ -20,8 +22,8 @@ web server setups, so this document may look long and complicated. Don't panic, once you know how to do it you can install Moodle in minutes!

    If you have problems please read this document carefully - most common issues are answered in here. If you still have trouble, you can seek help from - Moodle Help

    -

    Another option is to contact a web hosting company + Moodle Help

    +

    Another option is to contact a web hosting company who can completely maintain Moodle for you, so that you can ignore all this and get straight into educating!

     

    @@ -86,7 +88,7 @@

    You can safely skip this section, but here is a quick summary of the contents of the Moodle folder, to help get you oriented:

    -

    +
    config.php - @@ -107,7 +109,6 @@ the front page of the site
    -

    • admin/ - code to administrate the whole server
    • auth/ - plugin modules to authenticate users
      • @@ -262,7 +263,7 @@ php_value post_max_size 2M
    -
    • +

    5. Go to the admin page to continue configuration

    Once the basic config.php has been correctly created in the previous step, trying to access the front page of your site will take you the "admin" page for the rest of the configuration.

    @@ -418,7 +419,6 @@ php_value post_max_size 2M pressing ESC. You save and exit by typing ":wq", or quit without saving using ":q!" (without the quotes).

     

    -

    7. Create a new course

    diff --git a/lang/en/docs/installamp.html b/lang/en/docs/installamp.html index bbab7711be..cabb457423 100755 --- a/lang/en/docs/installamp.html +++ b/lang/en/docs/installamp.html @@ -1,3 +1,5 @@ + + Moodle Docs: Installing PHP and MySQL diff --git a/lang/en/docs/other.html b/lang/en/docs/other.html index 39dc73562c..064205f6f3 100755 --- a/lang/en/docs/other.html +++ b/lang/en/docs/other.html @@ -1,3 +1,4 @@ + Moodle Docs: Frequently Asked Questions (FAQ) diff --git a/lang/en/docs/release.html b/lang/en/docs/release.html index 59b88b252d..6aec83a27a 100644 --- a/lang/en/docs/release.html +++ b/lang/en/docs/release.html @@ -1,3 +1,5 @@ + + Moodle Docs: Current Release notes @@ -407,9 +409,6 @@

     

    -
    -
    -
     
     
    diff --git a/lang/en/docs/releaseold.html b/lang/en/docs/releaseold.html index c66a4c8468..eea0e46cae 100644 --- a/lang/en/docs/releaseold.html +++ b/lang/en/docs/releaseold.html @@ -1,3 +1,5 @@ + + Moodle Docs: Old Release notes @@ -508,7 +510,7 @@
    -
    +
    Courses
    @@ -528,7 +530,6 @@
    -
    Languages
    @@ -547,7 +548,6 @@
    -
    Forum
    @@ -588,7 +588,6 @@
    -
    Resources
    diff --git a/lang/en/docs/teacher.html b/lang/en/docs/teacher.html index c3e4d6c471..af1ecef9d4 100644 --- a/lang/en/docs/teacher.html +++ b/lang/en/docs/teacher.html @@ -1,3 +1,5 @@ + + Moodle Docs: Teachers Manual diff --git a/lang/en/docs/translation.html b/lang/en/docs/translation.html index 02ece1b8c0..1601959d64 100755 --- a/lang/en/docs/translation.html +++ b/lang/en/docs/translation.html @@ -1,5 +1,6 @@ - + + Moodle translation guide @@ -202,7 +203,7 @@ Your interface language will be available in future versions of Moodle.

    If you are committed to maintaining a language in Moodle, it's best to use Moodle CVS so that you have an up-to-date version of Moodle, and can easily "check in" your changes directly into the Moodle project. Contact translation@moodle.org if you need help setting this up.

    -

    You must also subscribe to the Languages Forum for news and discussion about issues that affect translations.
    +

    You must also subscribe to the Languages Forum for news and discussion about issues that affect translations.

    Finally, to keep in touch with changes in the project on a day-to-day basis it is a very good idea to subscribe to the CVS mailing list.  This helps to keep your diff --git a/lang/en/docs/upgrade.html b/lang/en/docs/upgrade.html index 2d90dfcb2b..a6fa02d1ae 100644 --- a/lang/en/docs/upgrade.html +++ b/lang/en/docs/upgrade.html @@ -1,3 +1,5 @@ + + Moodle Docs: Upgrading diff --git a/lang/en/help/workshop/addcommenttobank.html b/lang/en/help/workshop/addcommenttobank.html index 5b576b58e7..7c190a2b00 100644 --- a/lang/en/help/workshop/addcommenttobank.html +++ b/lang/en/help/workshop/addcommenttobank.html @@ -7,8 +7,8 @@ comment to the Assessment form are:

      -
    1. Type the comment in the Feedback/Comment Box; -
    2. Click on the "Add Comment to Bank" button. +
    3. Type the comment in the Feedback/Comment Box;
      4. +
    4. Click on the "Add Comment to Bank" button.

    The Assessment form is redisplayed. The new comment is left in the diff --git a/lang/en/help/workshop/addingacomment.html b/lang/en/help/workshop/addingacomment.html index 80205d05f7..f0a507b172 100644 --- a/lang/en/help/workshop/addingacomment.html +++ b/lang/en/help/workshop/addingacomment.html @@ -4,15 +4,15 @@

    1. Add additional explaination or clarification to the assessment (by - the student who assessed the piece of work); + the student who assessed the piece of work);
    2. Query the statements made in the assessment (by the student whose - piece of work is being assessed; + piece of work is being assessed;
    3. Try to resolve difficulties which may have arisen during the discussion - on the assessment (by the teacher); + 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. + 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/en/help/workshop/agreeassessments.html b/lang/en/help/workshop/agreeassessments.html index 7b6ff9169b..6d28c612a1 100644 --- a/lang/en/help/workshop/agreeassessments.html +++ b/lang/en/help/workshop/agreeassessments.html @@ -7,7 +7,7 @@ assessments made by other students. There is no feedback from the students who submitted the work to the students who made the assessment. That is, there is only one way feedback between - peers on any one piece of work. + peers on any one piece of work.

  • In the submission and assessment phase the students see the assessments made by other students and they are allowed to comment @@ -20,7 +20,7 @@ either agreement is reached or the deadline is reached. An assessment which is still in "dispute" when the deadline is reached is not used in the final grades. This gives two way feedback - between peers on each piece of work. + between peers on each piece of work.

    • 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 diff --git a/lang/en/help/workshop/analysisofassessments.html b/lang/en/help/workshop/analysisofassessments.html index 8a342c501c..b1258a62a0 100644 --- a/lang/en/help/workshop/analysisofassessments.html +++ b/lang/en/help/workshop/analysisofassessments.html @@ -1,6 +1,6 @@ -

    Analysis of Assessments

    +

    Analysis of Assessments

    -

    This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade. +

    This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.

    This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does not need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis. @@ -9,13 +9,14 @@

    The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.

    -
    1. The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does not apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.
      2. +
        +
      1. The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does not apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.
      2. The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.
      3. The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
        • Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).
          • -
        • Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. -
        +
      4. Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit.
        5. +

      In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.

      diff --git a/lang/en/help/workshop/anonymous.html b/lang/en/help/workshop/anonymous.html index 328613d8cc..3d2108e660 100644 --- a/lang/en/help/workshop/anonymous.html +++ b/lang/en/help/workshop/anonymous.html @@ -3,11 +3,11 @@

      A peer graded assignment can be graded anonymously. In this case the names (and any photos) of the students doing the grading are not shown. Only the (file) names of the submissions are used to identify - the peices of work being graded. + the peices of work being graded.

      When the peer graded assignment is not graded anonymously, the pieces of work are shown with the names (and any photos) of the - students who submitted the work. This may lead to bias in the gradings. + students who submitted the work. This may lead to bias in the gradings.

      Note that if the teacher's grades are shown to the students these are never shown anonymously. diff --git a/lang/en/help/workshop/assignmenttype.html b/lang/en/help/workshop/assignmenttype.html index 1ef60dae3b..735881a5b6 100644 --- a/lang/en/help/workshop/assignmenttype.html +++ b/lang/en/help/workshop/assignmenttype.html @@ -8,14 +8,13 @@ grading pages. Assignments themselves are not given an overall grade. However, the grading performance of the students is measured and this, and only this measure contributes towards the final grades given - to the students. + to the students.

    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. + peers' grade and the student's grading performance.
    - -

    +

    \ No newline at end of file diff --git a/lang/en/help/workshop/breakdownoffinalgrade.html b/lang/en/help/workshop/breakdownoffinalgrade.html index 4c54fe8c6c..1c7ef4ba8d 100644 --- a/lang/en/help/workshop/breakdownoffinalgrade.html +++ b/lang/en/help/workshop/breakdownoffinalgrade.html @@ -1,12 +1,12 @@ -

    The Breakdown of the Final Grade

    +

    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. +

    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 +
        +
      1. The teacher's grade for your submitted work.
        2. +
      2. The average of the peer grades for your submitted work.
        3. +
      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 @@ -15,9 +15,9 @@ 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. -
      + same weight as the Bias and Reliability factors combined.
      4. +
    -

    These three components can be weighted as deemed appropriate for the +

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

    +

    diff --git a/lang/en/help/workshop/calculatingfinalgrade.html b/lang/en/help/workshop/calculatingfinalgrade.html index 77d6c0c685..0883c13540 100644 --- a/lang/en/help/workshop/calculatingfinalgrade.html +++ b/lang/en/help/workshop/calculatingfinalgrade.html @@ -1,28 +1,28 @@ -

    The Calculation of the Final Grade

    +

    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. +

    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 +
        +
      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 + grade and peer grade...
        3. +
      3. 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. -
      4. The student's bias in grading peer work. This is measure of whether the + the calculation of the average.
        5. +
      5. 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. -
      6. The student's reliability in grading peer work. This is a measure on how well + should NOT be given a high weighting.
        7. +
      7. 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 @@ -30,25 +30,25 @@ 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. -
      8. The average grade given by the teacher for the student's assessments. +
      9. The average grade given by the teacher for the student's assessments.
        10. 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. -
      + components and thus, if available, should be weighted higher.
      2. +
    -

    These five components can be weighted as deemed appropriate for the +

    These five components can be weighted as deemed appropriate for the assignment. For example the teacher's grade might be weighted strongly if the peer grading part of the assignment is only considered a minor part of the assignment as a whole. Alternatively, if the teacher only grades a few of the submissions these grades can be ignored by giving them a zero weighting. If the assignment is all about the students as judges and the providing of feedback then first two components may be set to zero (or low) and the students' - grading abilities will determine the final grades. + grading abilities will determine the final grades.

    -

    Note that this screen is used iteratively and the final grades are not normally +

    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/en/help/workshop/elements.html b/lang/en/help/workshop/elements.html index 698ecdf7bb..7e93c045b5 100644 --- a/lang/en/help/workshop/elements.html +++ b/lang/en/help/workshop/elements.html @@ -6,13 +6,13 @@ something between 5 to 15 elements for comments and grading, the actual number depending on the size and complexity of the assignment. A peer assignment with only one element is allowed and has a similar assessment - strategy to the standard Moodle Assignment. + strategy to the standard Moodle Assignment.

    -

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

    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. + strategies, there is also an area for general comments.

    Accumulative Grading. The elements have the following three features: @@ -20,7 +20,7 @@

  • The DESCRIPTION of the assessment element. This should clearly state what aspect of the assignment is being assessed. If the assessment is qualatative it is helpful to give details of what is considered excellent, average - and poor. + and poor.
  • The SCALE of the assessment element. There are a number of prefined scales. These range from simple Yes/No scales, through multipoint scales to @@ -28,7 +28,7 @@ to fit the number of possible variations for that element. Note that the scale does NOT determine the element's importance when calculating the overall grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... + scale if the respective elements have the same weight...
  • 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 @@ -36,8 +36,10 @@ the less important elements a weight below one. Changing the weights does NOT effect the maximum grade, that value is fixed by the Maximum Grade parameter of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. + experimental feature.
    • +

    +

    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 @@ -45,7 +47,7 @@ absent, etc. If certain items are more important than others then those items can be given a weighting greater than one. Minor items can be given a weighting less than one. The overall "error count" is a weighted sum of the missing items. The assessor - can always make a minor adjustment to these suggested grades. + can always make a minor adjustment to these suggested grades.

    Criterion 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 diff --git a/lang/en/help/workshop/finalgrades.html b/lang/en/help/workshop/finalgrades.html index daa1b9cfb0..b1cf1239c0 100644 --- a/lang/en/help/workshop/finalgrades.html +++ b/lang/en/help/workshop/finalgrades.html @@ -11,11 +11,11 @@ Submissions for Assessment". Any otherstanding submissions can be graded. Once this has been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a similar way any assessments which have not been graded can be graded from the Management - screen. + screen.

  • If it is desired to use a different weighting scheme then the assignment should be moved back to Phase 3 and link "Calculate Final Grades" can be clicked and the new weights entered. After the grades have been re-calcualted the assignment should be moved - to Phase 4 to make the new grades available. + to Phase 4 to make the new grades available.

    • diff --git a/lang/en/help/workshop/grading.html b/lang/en/help/workshop/grading.html index 534dda3bb3..67deeb5682 100644 --- a/lang/en/help/workshop/grading.html +++ b/lang/en/help/workshop/grading.html @@ -6,23 +6,23 @@ 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. + 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. + if there is no explaination.

    In other type of asessments, you are asked to determine if various items are present or absent, in others you are asked to choose which statement best fits the peice of work. In both of these assignments you can adjust the grade - somewhat as you see fit. + 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. + 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 diff --git a/lang/en/help/workshop/gradingstrategy.html b/lang/en/help/workshop/gradingstrategy.html index 1f370d0a69..906850187c 100644 --- a/lang/en/help/workshop/gradingstrategy.html +++ b/lang/en/help/workshop/gradingstrategy.html @@ -9,7 +9,7 @@ however, can, if desired, grade the student comments. These "grading grades" form the basis of the students' final grades. If the teacher does not grade the student assessments then the assignment - does not have any final grades. + does not have any final grades.

  • Accumulative grading: This is the default type of grading. In this type of assignment the grade of each @@ -26,7 +26,7 @@
  • The DESCRIPTION of the assessment element. This should clearly state what aspect of the assignment is being assessed. If the assessment is qualatative it is helpful to give details of what is considered excellent, average - and poor. + and poor.
  • The SCALE of the assessment element. There are a number of prefined scales. These range from simple Yes/No scales, through multipoint scales to @@ -34,7 +34,7 @@ to fit the number of possible variations for that element. Note that the scale does NOT determine the element's importance when calculating the overall grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... + scale if the respective elements have the same weight...
  • 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 @@ -42,8 +42,8 @@ the less important elements a weight below one. Changing the weights does NOT effect the maximum grade, that value is fixed by the Maximum Grade parameter of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. - + experimental feature.
    • +
  • 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 @@ -57,7 +57,7 @@ to be non-linear, for example the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for an assignment with 10 items.The assessor can adjust the suggested grade by up - to 20% either way to give the submission's final grade. + to 20% either way to give the submission's final grade.
  • Criteria Grading: This is simpliest type of assessment to grade (although not necessarily the most straightforward to set up). The submissions are @@ -67,13 +67,13 @@ an assignment may be set up with, say, five criteria statements and the assessors must then choose one of the five statements for each of their assessments. As with the Banded assignment the assessor can adjust the suggested grade by up to - 20% to give the final grade. + 20% to give the final grade.
  • Rubric This is a similar to Criterion Grading except there are multiple sets of criteria. Each set covering a particular "Category", can have up to five statements. The sets are given individual weights and the grade is a weighted combination of the scores from each set. There - is no adjustment option in this assessment type. + is no adjustment option in this assessment type.

    • diff --git a/lang/en/help/workshop/includeself.html b/lang/en/help/workshop/includeself.html index 3c7d61658a..625273e894 100644 --- a/lang/en/help/workshop/includeself.html +++ b/lang/en/help/workshop/includeself.html @@ -3,7 +3,7 @@

    A peer graded assignment can optionally include the student's own work in the set of pieces each student is asked to grade. This will mean that if, say, the number of peer assessors is 5, then each student will be asked to grade 6 - pieces of work, one of them being their own work. + pieces of work, one of them being their own work.

    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 diff --git a/lang/en/help/workshop/includeteachersgrade.html b/lang/en/help/workshop/includeteachersgrade.html index 5e6b100e3b..1e8e307d3e 100644 --- a/lang/en/help/workshop/includeteachersgrade.html +++ b/lang/en/help/workshop/includeteachersgrade.html @@ -1,4 +1,4 @@ -

    Include Teacher's Grade

    +

    Include Teacher's Grade

    This option allows the teacher's assessments of the submissions to be included as though they were peer assessments. If this option is set to YES then the teacher's diff --git a/lang/en/help/workshop/index.html b/lang/en/help/workshop/index.html index ad9faeb4b6..9de56e18f5 100644 --- a/lang/en/help/workshop/index.html +++ b/lang/en/help/workshop/index.html @@ -1,31 +1,31 @@

    Workshop module

    diff --git a/lang/en/help/workshop/managing.html b/lang/en/help/workshop/managing.html index 5a167267fd..1e0a02792d 100644 --- a/lang/en/help/workshop/managing.html +++ b/lang/en/help/workshop/managing.html @@ -20,7 +20,7 @@ of those examples (produced in the next phase).

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

    + and for certain assignments may not be appropriate.

  • Allow Student Submissions The assignment is now opened to the students. If the teacher has set up example pieces of work, the students @@ -37,13 +37,13 @@ the "Set Up" phase (which is allowed) students who submit early will tend to have early submissions to assess and those students who submit late will tend to have late submissions to assess. Adding a "delay" - before peer assessment starts will eleviate that problem to a large extent. + before peer assessment starts will eleviate that problem to a large extent.

    When a student submits a piece of work the teacher can, if desired, assess that work. This assessment can be incorporated into the student's final grade. These assessments can take place in the submission and assessment phases of the assignment. Provided the teacher's assessments are made before the calculation - of the final grades they can used in that calculation.

    + of the final grades they can used in that calculation.

  • Allow Student Submissions and Assessments If the assignment includes peer assessment, students who have submitted work are now shown other students' @@ -73,7 +73,7 @@ was chosen for the assignment. The teacher can, if desired, grade these peer assessments and these scores can be taken forward towards the students' final grades (but that is not really necessary in many cases, see the Calculation of - Final Grades phase).

    + Final Grades phase).

  • Allow Student Assessments In this phase peer assessments continue but students are not allowed to make any submissions, that includes re-submissions. @@ -82,7 +82,7 @@

    The teacher can continue, if desired, to grade the peer assessments and these scores can be taken forward towards the students' final grades (but - that is not really necessary in many cases, see the next phase).

    + that is not really necessary in many cases, see the next phase).

  • Calculation of Final Grades After the deadline has passed, the teacher moves the assignment to the next phase where further assessments @@ -99,7 +99,7 @@ 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.

    + grades takes place.

  • Display of Final Grades The final phase of the assignment is entered to allow the students to see their final grades. The teacher can, if desired, backtrack @@ -110,7 +110,7 @@ of the student submissions. These are listed in order of grade, the top submission is first. Here the grade given to the submission is a combination of the teacher's grade and the average of the peer grades (if they are available). The weighting - used is that given during the previous phase.

    + used is that given during the previous phase.

    • At any phase of the assignment the teacher can open the "Administration" diff --git a/lang/en/help/workshop/managing2.html b/lang/en/help/workshop/managing2.html index 95623d2856..47bd225e00 100644 --- a/lang/en/help/workshop/managing2.html +++ b/lang/en/help/workshop/managing2.html @@ -37,7 +37,7 @@ the "Set Up" phase (which is allowed) students who submit early will tend to have early submissions to assess and those students who submit late will tend to have late submissions to assess. Adding a "delay" - before peer assessment starts will eleviate that problem to a large extent. + before peer assessment starts will eleviate that problem to a large extent.

    When a student submits a piece of work the teacher can, if desired, assess that work. This assessment can be incorporated into the student's final grade. These @@ -69,12 +69,12 @@

    When a student has made an assessment their peer can see that assessment. The student who submitted the work can comment on the assessment if that option - was chosen for the assignment.

    + was chosen for the assignment.

  • Allow Student Assessments In this phase peer assessments continue but students are not allowed to make any submissions, that includes re-submissions. Students who have not made a submission are told that submissions are no longer - allowed and they are not shown any (peer) submissions to assess.

    + allowed and they are not shown any (peer) submissions to assess.

  • Display of Final Grades The final phase of the assignment is entered to allow the students to see their final grades in detail. The individual @@ -83,7 +83,7 @@

    The students (and the teacher) are shown an optional "League Table" of the student submissions. These are listed in order of grade, the top submission - is first.

    + is first.

    • At any phase of the assignment the teacher can open the diff --git a/lang/en/help/workshop/mods.html b/lang/en/help/workshop/mods.html index 82698ee17c..66a551fbba 100644 --- a/lang/en/help/workshop/mods.html +++ b/lang/en/help/workshop/mods.html @@ -1,4 +1,4 @@ -

     Workshop

    +

     Workshop

      A Workshop is a peer assessment activity with a huge array of options. It allows participants to assess each other's projects, as well as diff --git a/lang/en/help/workshop/nelements.html b/lang/en/help/workshop/nelements.html index 72d287e7a4..197ab0904b 100644 --- a/lang/en/help/workshop/nelements.html +++ b/lang/en/help/workshop/nelements.html @@ -5,7 +5,7 @@ gives the number of comments, assessments elements, bands, criteria or categories (sets) of criteria in a rubric. Typically an assignment will have something between 5 to 15 assessment items, the - actual number depending on the size and complexity of the assignment. + actual number depending on the size and complexity of the assignment.

      All assessments have a General Comments field. For a "No Grading" assignment the value given here determines the diff --git a/lang/en/help/workshop/resubmit.html b/lang/en/help/workshop/resubmit.html index 70e4cc3d21..3d02a4b492 100644 --- a/lang/en/help/workshop/resubmit.html +++ b/lang/en/help/workshop/resubmit.html @@ -10,7 +10,7 @@ of work has had. Thus new submissions from a student are likely to be candidates for peer assessment. However, if a student resubmits a number of pieces of work in quick succession then they are all equally likely to be assessed. The assignment does NOT give priority to the newest - submission. + submission.

      The student's final grade is based on their overall "grading grade" and the submission with the highest grade. diff --git a/lang/en/help/workshop/selfassessment.html b/lang/en/help/workshop/selfassessment.html index d640d15f9a..b21cf34b19 100644 --- a/lang/en/help/workshop/selfassessment.html +++ b/lang/en/help/workshop/selfassessment.html @@ -3,9 +3,7 @@

      A workshop assignment can optionally include the student's own work in the set of pieces each student is asked to assess. This will mean that if, say, the number of student pieces of work each student has to assess is set at 5, then - each student will be asked to assess 6 pieces of work, one of them being their own work. + each student will be asked to assess 6 pieces of work, one of them being their own work.

      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. - -

      + is turned on then the assignment becomes a self-graded assignment.

      \ No newline at end of file diff --git a/lang/en/help/workshop/showinggrades.html b/lang/en/help/workshop/showinggrades.html index de00bcd272..0e1aec0c7c 100644 --- a/lang/en/help/workshop/showinggrades.html +++ b/lang/en/help/workshop/showinggrades.html @@ -5,7 +5,7 @@ The default value is to show the student whose work is being assessed both the comments and the grades in the peer assessments. This may lead to more disputes than when the option is turned on and the - assessments are shown without the grades. + assessments are shown without the grades.

      If the option is taken to hide grades in the peer assessments the grades are revealed once agreement has been reached. This agreement diff --git a/lang/en/help/workshop/ungradedassessments_student.html b/lang/en/help/workshop/ungradedassessments_student.html index 281fef7d5d..9b7cb8eecf 100644 --- a/lang/en/help/workshop/ungradedassessments_student.html +++ b/lang/en/help/workshop/ungradedassessments_student.html @@ -1,11 +1,10 @@ -

      UnGraded Assessments (Student Submissions)

      +

      UnGraded Assessments (Student Submissions)

      -

      Assessment of Student Submissions These are the peer assessments +

      Assessment of Student Submissions These are the peer assessments made by students on eachother's work. In general, these assessments do NOT have to be graded by the teacher. Provided each of the student submissions is assessed about five times, the system can make a reasonable judgement on the inidivual assessment performance of the students. When the number of peer assessments is low then the teacher may want to grade these assessments. Any grades given to the assessments can be taken into account - when calculating the final grades for the students. - + when calculating the final grades for the students.

      \ No newline at end of file diff --git a/lang/en/help/workshop/ungradedassessments_teacher.html b/lang/en/help/workshop/ungradedassessments_teacher.html index d75bd63806..9b11cc723a 100644 --- a/lang/en/help/workshop/ungradedassessments_teacher.html +++ b/lang/en/help/workshop/ungradedassessments_teacher.html @@ -1,6 +1,6 @@ -

      UnGraded Assessments (Teacher Submissions)

      +

      UnGraded Assessments (Teacher Submissions)

      -

      Assessments of Teacher Submissions These are assessments of +

      Assessments of Teacher Submissions These are assessments of the example pieces of work which the assignment may require the students to make before they can submit their own work. These assessments should, in general, be graded by the teacher. The assessments will show whether the @@ -9,10 +9,10 @@ assignment is necessary. Further, if an assessment is graded the teacher's comments are made available to the student. These may provide valuable guidance to the student in the preparation of their own piece of work for - the assignment.

      + the assignment.

      -

      These assessments do not have to be graded. Leaving a student's +

      These assessments do not have to be graded. Leaving a student's assessment of the examples ungraded when NOT stop that student from submitting their own work. It is recommended, however, that all least a - sample of the assessments are graded for the reasons mentioned above.

      + sample of the assessments are graded for the reasons mentioned above.

      -- 2.39.5