+++ /dev/null
-<h1>Administration Page</h1>
-
-<p>This page allows the teacher to see the one or more descriptions for the
- Exercise, the student assessments and the student submissions. These items
- can be retitled, viewed or deleted by using the various links on the page.
- The page also shows which piece of works have been submitted after the
- deadline, that is those submitted late.</p>
-
-<p>The first table on this screen shows the teacher's submission(s). Normally
- there is only one. This is the description of the exercise, it will
- normally contain instructions on what work should be done. If the teacher
- has submitted more then one description they are listed here. Note that
- once the Exercise is underway these submissions should <b>NOT</b> be
- deleted. It is, however, safe to delete the teacher submissions while the
- Exercise is still in the Set Up phase.</p>
-
-<p>The second table shows the student's (initial) assessment of their own work.
- It shows the grade the student has given their work. If the teacher has
- assessed the work, this table will also contain the "grading
- grade" awarded to his assessment. This grade reflects how well the
- student's assessment agrees with the teacher's assessment. The student's
- assessment can be viewed. There is link on that page to change the grading
- grade should the teacher wish to do so.</p>
-
-<p>The third table lists the submissions and their grades if the teacher has
- assessed them. Submissions can be regraded or safely deleted. An asterisk
- (*) against a submission means that the student is allow to submit another
- piece of work. For a particular student, this option can be easily changed
- by simply re-assessing their submission and clicking on the appropriate
- button at the foot of the assessment page, the assessment itself need not
- be changed. Late work is shown with the date submitted in red. The late
- flag can be cleared by clicking on the link.</p>
-
+++ /dev/null
-<h1>Comparison of Assessments</h1>
-
-<p>In an exercise it is usual for a piece of work to be assessed twice. A
- student assesses their work before submitting it and the teacher then
- (re)assesses the work. The teacher's assessment uses the student's
- assessment as the starting point. An exercise allows the teacher to award
- a proportion of the grade to the student's assessment, the remainder of
- the grade is allocated to the teacher's assessment of the work. (The
- maximum grades for these are called "Grade for Student
- Assessments" and "Grade for Submissions" respectively.) Note
- that the grade from the student's assessment is not used. The student's
- assessment is given a grade based on how well it matches the teacher's
- assessment.</p>
-
-<p>The degree of agreement between the student's and teacher's assessment is
- based on the differences between the scores in individual elements
- (actually the squared differences are used). The mean of these differences
- must be converted into a meaningful grade. The "Comparison of
- Assessments" option allows the teacher a degree of control on how
- these comparisons are converted into grades.</p>
-
-<p>To get some idea on what effect this option has, take the (fairly simple)
- case of an assessment which has ten Yes/No questions. For example the
- assessment might use questions like "Is the chart correctly formatted?",
- "Is the calculated profit $100.66?", etc. Assume there are ten such
- questions. When the "Very Lax" setting is chosen, perfect
- agreement between the student's and teacher's assessment gives a grade of
- 100%, if there is only one question which does not match the grade is 90%,
- two disagreements give a grade of 80%, three
- disagreements 70%, etc.. That might seem very reasonable and you might be thinking
- why is this option called a "Very Lax" comparison. Well, consider
- the case of a student doing a completely random assessment where the
- answers of the ten questions are simply
- guessed. On average this would result in five of the ten questions being
- matched. So the "monkey's" assessment would get a grade of around
- 50%. The situation gets a little more sensible with the "Lax"
- option, then
- the random assessment gets around 20%. When the "Fair" option is
- chosen, random guessing will result in a zero grade most of the
- time. At this level, a grade of 50% is given when the two assessments agree
- on eight questions of the ten. If three questions are in disagreement then
- the grade given is 25%. When the option is set to "Strict" having
- two questions out of sync gives a grade of 40%. Moving into the "Very
- Strict" territory a disagreement in just two questions drops the grade to
- 35% and having a single question in disagreement gives a grade of 65%.</p>
-
-<p>This example is slightly artificial as most assessments usually have elements
- which have a range of values rather than just Yes or No. In those cases the
- comparison is likely to result in somewhat higher grades than the values
- indicated above. The various levels (Very Lax, Lax, Fair...) are given so
- that the teacher can fine tune the comparisons. If they feel that the grades
- being given for assessments are too low then this option should be moved
- towards the "Lax" or even "Very Lax" choices. And
- alternatively, if the grades for the student's assessments are, in general,
- felt to be too high this option should be moved to either the
- "Strict" or "Very Strict" choices. It is really a
- matter of trial and error with the best starting point being the
- "Fair" option.</p>
-
-<p>During the course of the exercise the teacher may feel that the grades given
- to the student assessments are either too high or too low. These grades are
- shown on the exercise's Administration Page. In this case, the teacher can
- change the setting of this option and re-calculate the student assessment
- grades (the "Grading Grades"). The re-calculation is done by
- clicking the "Re-grade Student Assessments" link found on the
- administration page of the exercise. This can be safely performed at any
- time in the exercise.</p>
-
+++ /dev/null
-<h1>Assessment Elements</h1>
-
-<p>For ease of grading, a Exercise Assessment should have a reasonable
- number of "Assessment Elements". Each element should cover
- a particular aspect of the assessment. Typically an assessment 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. </p>
-
-<p>The type of elements dependent on the assignment's grading strategy.</p>
-
-<p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
- The assessor is asked to comment on each of these aspects. As with all the grading
- strategies, there is also an area for general comments.</p>
-
-
-<p><b>Accumulative Grading.</b> The elements have the following three features:</p>
-<ol>
-<li>The DESCRIPTION of the assessment element. This should clearly state what
- aspect of the assignment is being assessed. If the assessment is qualitative
- it is helpful to give details of what is considered excellent, average
- and poor.</li>
-
-<li><p>The SCALE of the assessment element. There are a number of predefined
- 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 chosen
- 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...</p>
-
- <p>If custom scales are set up in the course, these can be used. Note,
- however, that this type of scale is used as a multi-point scale and that
- only the first and last items of the scale are shown. For example, if the
- custom scale "Very Wet, Wet, Damp, Dry" is created in the course,
- this can be used and it will be shown as a four point scale labeled
- "Very Wet" at one end of the scale and "Dry" at the
- other.</p></li>
-
-<li>The WEIGHT of the assessment element. By default the elements are given the same
- importance when calculating the overall grade of the assignment. Weights can
- be assigned negative values, this is an experimental feature.</li>
-</ol>
-<p><b>Error Banded Grading.</b> The elements will normally describe certain items
- or aspects which must be present in the assignment. The assessment is made on
- the present or absence of these items or aspects. The teacher must all set of
- grade table which 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.</p>
-
-<p><b>Criterion Grading.</b> The elements will give a set of "level"
- statements which can be used to rank the assignment. The statements may be
- cumulative or they may 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.</p>
-
-<p><b>Rubric Grading.</b> This is similar to Criterion Grading but there is more
- than one criteria. The number of criteria is given in the assignment
- parameters. Within each criterion there can be up to five "level"
- statements. In a given assignment the number of levels can vary from criterion
- to criterion. When setting up a criterion a blank level statement signals the
- end of the level statements. Thus some criteria may have two levels, others
- have three, up to five levels. The criteria can be weighted. The levels are
- scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of
- these scores.
-</p>
+++ /dev/null
-<h1>The Final Grades</h1>
-
-<p>The table on this screen lists the overall grades and their breakdown. The first grade is
- the grade for the (initial) assessment. This is added to the grades given to each
- submission. The final grade given for this assignment will either be
- the average of these overall grades or the overall grade of the best submission.</p>
-
-<p>The League table optionally lists the best submissions. The number of entries in
- the table is set as one of the Exercise parameters. If that number is set to zero then
- the League Table is not displayed. The table is in grade order with the best submission
- first. Only a student's best submission is shown in the table.</p>
+++ /dev/null
-<h1>The Grade of the Submissions</h1>
-
-<p>This value determines the maximum grade which can be awarded to a submission.</p>
-
-<p>The overall grade for the exercise is the sum of the grade of the student's
- assessment and the grade from their submissions. Thus if the (maximum)
- grade for the student's assessment is set to 30 and the (maximum) grade for
- submissions is 70 the (maximum) grade for the exercise is 100.</p>
-
-<p>This value can be changed at any time and the effect on the grades seen by
- the students (and the teacher) is immediate.</p>
-
+++ /dev/null
-<h1>Grading of Assignments</h1>
-
-<p>In this Exercise the same Assessment Form is used by Students and Teachers
- to assess the work produced. The form is used at different stages of the
- exercise by the two groups, thus the explanation given here is divided into
- two parts.</p>
-
-<h2>For Students</h2>
-
-<p>The assessment form is used mainly to show you how your work will be
- assessed by the teacher. You are required to complete this form <b>before</b>
- you can submit your work. You can use it as a checklist. The form is <b>not</b>
- sent to the teacher when you save it. You can return to this form and amend it
- (and your piece of work) as many times as you like provided you have
- <b>not</b> submitted the work. Note that although you are allowed to, there
- is no need to submit your work immediately after you have completely this form.
- However, the contents of your assessment are frozen and made available to the
- teacher when you submit your work.</p>
-
-<p>If the teacher requests that you make changes to your work and to re-submit
- it, you will <b>not</b> be asked to re-assess your "new" piece of
- work. You only make this assessment "first time round".</p>
-
-<p>This (initial) assessment of your work is compared to the teacher's
- assessment of your work. The closer the two assessments match the higher
- will be your "grading grade". This grade is usually a smaller
- grade than the grade you are given for your work. The final grade for the
- exercise is these two grades added together.</p>
-
-<p>Once you have submitted your own work the teacher will grade it using the
- same assessment form. You will be able to see their scores for your work
- and their comments. Their grade will normally form the main part of the
- final grade you receive from this Exercise.</p>
-
-<h2>For the Teacher</h2>
-
-<p>The assessment form is used to grade the submissions of the students.
- These grades normally form the major component of the students' final grade
- for the exercise. The assessment, it's grade and any comments you make can
- be viewed by the student who submitted the work. Once you have made the
- assessment you should decide whether to allow the student to change and
- re-submit their work, hopefully with improvements, or not.</p>
-
-<p>When you save an assessment you given a short period of time in which to
- make any amendments before the assessment to "released" to
- the student.</p>
+++ /dev/null
-<h1>Grade of Student Assessments</h1>
-
-<p>This is the maximum grade given to the assessments make by students of their
- own work. That is, the grade for their self assessments. The actual grades
- for the assessments are calculated by the exercise module by comparing the
- student's assessment with the teacher's assessment. This grade is a
- "grading grade" and is <i><b>not</b></i> the maximum grade given
- to the work, that grade is called "Grade for Submission".</p>
-
-<p>A student's grade for the exercise is the sum of this grade and the grade
- for their submission(s). Thus if the (maximum) grade for the Student
- assessments is set at 20 and the (maximum) grade for submission is set to
- 80, then the (maximum) grade for the exercise is 100.</p>
-
-<p>This value can be changed at any time and the effect on the grades seen by
- the students (and the teacher) is immediate.</p>
-
+++ /dev/null
-<h1>Grading Strategy</h1>
-
-<p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:</p>
-
-<ol>
-<li><b>No grading:</b> In this type of assignment the teacher is not
- interested in quantitative assessment from the students at all. The students
- make comments of the pieces of works but do 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.</li>
-
-<li><b>Accumulative grading:</b> 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. An
- exercise assignment with only one element is allowed and has a similar assessment
- strategy to the standard Moodle Assignment. </li>
-</ol>
-<p>Elements have the following three features:</p>
-<ol>
-<li>The DESCRIPTION of the assessment element. This should clearly state what
- aspect of the assignment is being assessed. If the assessment is qualitative
- it is helpful to give details of what is considered excellent, average
- and poor.</li>
-
-<li><p>The SCALE of the assessment element. There are a number of predefined
- 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 chosen
- 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...</p>
-
- <p>If custom scales are set up in the course, these can be used. Note,
- however, that this type of scale is used as a multi-point scale and that
- only the first and last items of the scale are shown. For example, if the
- custom scale "Very Wet, Wet, Damp, Dry" is created in the course,
- this can be used and it will be shown as a four point scale labeled
- "Very Wet" at one end of the scale and "Dry" at the
- other.</p></li>
-
-<li>The WEIGHT of the assessment element. By default the elements are given the same
- importance when calculating the overall grade of the assignment. This can be
- 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.</li>
-</ol>
-<br />
-<ol>
-<li><b>Error Banded Grading:</b> In this type of assignment the submissions are
- graded on a set of Yes/No scales. The grade is determined by the "Grade
- 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 suggested 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.</li>
-
-<li><b>Criterion Grading:</b> This is the simplest type of assessment to grade (although
- not necessarily the most straightforward to set up). The submissions are
- graded against a set of criteria statements. The assessor chooses 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.</li>
-
-<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
- sets of criteria. Each set covering a particular "Category", can have
- up to five statements. The sets are given individual
- weights and the grade is a weighted combination of the scores from each set. There
- is <b>no</b> adjustment option in this assessment type. </li>
-</ol>
+++ /dev/null
-<h1>League Table</h1>
-
-<p>This option controls the display of a League Table at the end of the
- exercise. If displayed, the league table displays a list of the best pieces
- of work submitted in the exercise. If the number of entries is set to zero
- then a League Table is not displayed in the last phase of the exercise.</p>
-
+++ /dev/null
-<h1>League Table Names</h1>
-
-<p>This option controls whether the student's names are displayed in the League
- Table shown at the end of the exercise. By default names are not shown,
- that is, the table is anonymous.</p>
-
+++ /dev/null
-<h1>Managing an Exercise Assignment</h1>
-
-<p>An Exercise Assignment is slightly more complex than an ordinary assignment.
- It involves three steps or phases. These are</p>
-<ol>
-<li><p><b>Set up Exercise </b> The assessment of the work produced in the
- exercise is made easier if it is broken into a number of assessment ELEMENTS.
- This makes the grading of an assignment less
- arbitrary 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.)</p>
-
- <p>With the assessment elements set up the teacher must submit a
- Word Document or HTML file which describes the exercise or task to be done
- by the students. This file is shown to the students in the second phase of
- the exercise. </p>
-
- <p>Teachers can, if they wish, prepare a set of similar exercise, again as
- Word Documents or HTML files, and upload those into the Exercise. Note that
- these exercises must be quite similar as the same Assessment Form is used
- for all of these variants. The submission of a multiple set of exercises by
- the teacher is optional and for certain assignments may not be appropriate.</p></li>
-
-<li><p><b>Allow Students Assessments and Submissions</b> The assignment
- is now opened to the students. If the teacher has set up multiple exercises then
- the students see different exercises, otherwise all the students see the same
- exercise.</p>
-
-<p>Before the students can submit their work they must complete the assessment
- form. Once they have completed the assessment they are shown the upload form.
- The students can revise their work in the light of their self assessment. </p>
-
-<p>Once student work has been submitted the teacher can begin assessing it. The link "Student Submissions for Assessment" displays a page showing those pieces of work which have not been assessed. The oldest submission is at the top of the page. The assessment form for each of these submissions is initially based on the student's own assessment of their work. The teacher can change those assessments and add any comments. At the end of the two buttons let the teacher decide whether the student can re-submit the work or not.</p>
-
-<p>If the teacher has decided to allow the student to re-submit and they have done so, the teacher is how the new piece of work. In this case the assessment form will contain the teacher's old assessment. The
- same option, re-submit or not, allows the teacher to control this cycle of
- re-submission and assessment. If students are allowed to put in multiple pieces
- of work into the Exercise, the teacher should decide whether the final grades
- are based on the student's maximum grade or their average grade over the
- set of submissions. This option can be changed at any time during the Exercise
- by updating the Exercise, it's effect is seen immediately in the Grade page.
-</p>
-
-<p>When the assignment's deadline is reached a student can submit or re-submit work.
- The work is flagged as "late". The work appears in the list of work to
- be assessed and the teacher can, if desired, assess the work in the normal way.
- In the various lists of pieces of work the submission date is shown as red (and
- in the list of work to be marked the period since submission is also shown in
- red). If graded, the grade of late work is shown in red and in brackets. Such
- grades are <b>not</b> used in the calculation of final grades and are not counted
- in the Grades pages. The teacher can clear the late flag by going into in the
- Administration page and clicking on the appropriate link. The work will then be
- used in the calculation of the final grade. </p></li>
-
-<li><p><b>Show Overall Grades and League Table</b> In this final phase of
- the Exercise the students can see their "final" grades. In all
- phases of the Exercise (except the first phase), grades are available to
- the students, they are, however, only "partial" grades as they are
- calculated on the fly from the assessments available at the time.</p>
-
-<p>In this final phase, students <b>cannot</b> make any further submissions.
- In effect the assignment is closed and the teacher has the option of showing
- the students examples of the best pieces of work submitted...</p>
-
-<p>The students (and the teacher) can also be shown a "League Table"
- of the student submissions. These are listed in order of grade, the top
- submission is first. Here the grade given to the submission is teacher's
- grade. If a student submitted more than one piece of work only their best
- piece of work is shown in this table. If the number of entries in the table
- is set to zero then this table is not displayed.</p></li>
-</ol>
-
-<p>The student's grade for the Exercise is the sum of their grading grade of
- their (initial) assessment and the grade for their submission(s). The
- maximum values for these grades are given when the Exercise are set up.
- However, these maximum values can be changed (by updating the Exercise)
- at any time during the exercise and the grades shown both the students
- and the teacher always reflect the current maximum values.</p>
-
-<p>At any phase of the assignment the teacher can open the "Administration"
- page. It lists the students' assessments (of their own work) and the
- submissions of the students. The teacher can use this page to assess and re-assess
- submissions, re-grade assessments, delete submissions and assessments,
- and generally watch the progress of the assignment.</p>
-
+++ /dev/null
-<p><img alt="" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif" /> <b>Exercise</b></p>
-<div class="indent">
-An Exercise is a simple but powerful assignment. In an exercise the teacher asks the students to do a piece of practical work. It could be writing an essay or a report, preparing a presentation, etc. When the student has done the task they must first self-assess their work before submitting it to the teacher. Once submitted the teacher assesses the piece of work itself. The teacher can give feedback to the student and ask the student to improve the work and re-submit it or not. The final grade is based on how well the student assessed their own work and the work itself.
-</div>
+++ /dev/null
-<img alt="" src="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif" /> <b>Exercise</b>
-
-<p>An Exercise is a simple but powerful assignment. In an exercise the teacher
- asks the students to do a piece of practical work. It could be writing an
- essay or a report, preparing a presentation, or setting out a spreadsheet,
- etc. When the student has done the task they must first self-assess their
- work before submitting it to the teacher. Once submitted the teacher
- assesses the student's piece of work using the same assessment form. The
- teacher can give feedback to the student and ask the student to improve
- the work and re-submit it or not as the case may be. The final grade is
- based on how well the student assessed their own work and the work itself.</p>
-
-<p>Before the start of the exercise the teacher sets up the exercise by</p>
-<ol> <li>Creating a Word document or HTML file which introduces the exercise
- and tells the students what they have to produce. This file is uploaded
- into the exercise by the teacher.</li>
-
-<li>Adding the textual elements and choosing the options in the Assessment
- Form. This form is used by both the students and the teacher to assess the
- work produced in the exercise. There are various types of assessment
- which can be used (see the help on "Grading Strategy")</li>
-</ol>
-<p>In large classes, the teacher may find to helpful to create more than one version
- of the exercise. These variants add a degree of variety to the exercise and
- ensure that students are doing different tasks in the exercise. They
- are allocated to the students in a random but balanced way. Each student
- receives only one exercise but the number of
- times each variant is allocated in a class is approximately the same. Note
- the variants should not be too different as the same assessment form is used for
- all of the variants.</p>
-
-<p>With the description(s) of the exercise and the assessment form in place,
- the assignment is opened to the students. They are shown a description
- of the exercise or task. When they have done the exercise they must assess
- their own work (using the pre-prepared assessment form) before they can
- submit their work to the teacher. The assessment form can be used as a
- "checklist" by the students. They can, if they wish, revise both
- their work and the assessment before they actually submit their work, and
- probably they should be encouraged to do so!</p>
-
-<p>Once a student has submitted their work both their assessment and the piece
- of work itself becomes available to the teacher. The teacher accesses the
- pieces of work (using the student's assessment as a starting point) and
- make a decision whether to ask the student to re-submit an improved
- version of the work or not.</p>
-
-<p>If the teacher feels that the student's piece of work could be improved, the
- student can be given the opportunity to re-submit. If this is taken up the
- teacher re-assesses the work using an assessment form which contains
- the grades and comments they gave to the student's previous submission.
- Thus, the re-assessment is then a matter of updating the form in the light
- of the student revised work rather than undertaking an assessment from
- scratch.</p>
-
-<p>When the deadline for the exercise is reached students can continue to submit.
- However, such work is flagged as "late". The teacher can, if
- desired, grade the work and give feedback to the student. The grades of
- late work are held back and are <b>not</b> used in the calculation of final
- grades. If, for whatever reason, the teacher wishes to accept a piece of
- late work as a normal piece of work the late flag can be cleared by going
- into the Administration page, finding the submission and clicking on the
- appropriate link. The grade for that work will then be used in the calculation
- of a final grades.</p>
-
-<p>When all the submissions have been graded, the exercise is moved to the
- final phase. Further student submissions are now not allowed. The students
- can now see their final grades together with the grades given to their
- submission(s). A student's grade for the exercise is the sum of the
- student's "grading grade", a measure of the agreement between
- the student's assessment and the teacher's assessment of the student's
- (first) submission, and the teacher's grade(s) for the student's
- submission(s). (The grade given by the student in their assessment is
- <b>not</b> used.) </p>
-
-<p>When the teacher allows students to resubmit work, the teacher should
- consider how to set the option which controls how the student's final grade
- is calculated from multiple submissions. This option allows the teacher to
- choose between using the mean grade of the student's submissions or their
- best submission. This option can changed at any time and it has an immediate
- effect in the grades screen.</p>
-
-<p>In the final phase of the exercise the students can also see a "League
- Table" of submissions. This an ordered list of the submissions, the
- submission which received the highest grade is at the top. When there are
- multiple submissions only the student's best submission is show in this list.</p>
-
+++ /dev/null
-<h1>Number of Comments, Elements, Bands, Criteria or Rubrics</h1>
-
-<p>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, 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.</p>
-
-<p>During the set up phase of the exercise this number can safely be adjusted.
- Increasing this number will cause extra blank elements to be displayed in the
- assessment form. Reducing this number will remove elements from the end
- of the assessment form.</p>
-
-<p>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.</p>
-
+++ /dev/null
-<h1>Passwords</h1>
-
-<p>This field sets the "access" password for this exercise. The
- password can be up to 10 characters long. The password can be reset at any
- time during the exercise. Whether students are asked for the password to
- enter the exercise is determined by the "Use Password" option.</p>
+++ /dev/null
-<h1>Re-grading Student Assessments</h1>
-
-<p>This link re-calculates the "Grading grades" of all the student
- assessments. Normally it is <b>not</b> necessary to action this
- re-calculation. New student assessments are automatically graded after the
- teacher has assessed the relevant piece of work from the student.</p>
-
-<p>If, however, the Grading grades are felt to be too high or too low the
- teacher may wish to change the "Comparison of Assessments" option
- (by Updating the Exercise). The default value of this option is
- "Fair". If the grading grades are too high then setting the
- option to either "Strict" or "Very Strict" will reduce
- the grades. Or alternatively if the grades are too low, setting the option
- to " Lax" or "Very Lax" will increase the grades.</p>
-
-<p>If a change to the Grading grades is required the steps are:</p>
- <ol>
- <li>Update the Exercise with the new value of the Comparison of Assessments
- option;</li>
- <li>Go to the Exercise's Administration page and click on the
- "Re-grade Student Assessments" link.</li>
- </ol>
-<p>The new grades will be displayed. These process can be safely repeated.</p>
-
+++ /dev/null
-<h1>Specimen Assessment Form</h1>
-
-<p>This page shows the details of the actual form used to grade
- your assignment. It will be used by yourself and the teacher to grade your
- work.</p>
-
-<p>Please note that although you can change the grades on
- this form these changes are NOT saved. This is simply a specimen form,
- but a very similar form will be used by yourself and the teacher
- during this assignment.</p>
+++ /dev/null
-<h1>Submission of Exercise Descriptions</h1>
-
-<p>The teacher must submit at least one description of the exercise or task.
- The description can be held in a Word document or HTML file (or
- any other file type that will display satisfactorily in a browser). This file
- will be displayed to the students and should contain instructions for them
- to successfully complete the exercise.</p>
-
-<p>It is permissible for the teacher to submit more than one description of
- the exercise. These will be used at random and different students will see
- different versions of the exercise. These variants should be similar as the
- same Assessment Form is used to assess the work from these instructions.</p>
+++ /dev/null
-<h1>Take Ownership of the Exercises</h1>
-
-<p>This link allows the teacher to take ownership of the current set of exercise
- submissions. You will need to do this if you have imported an exercise from a
- backup of another course. This link allows you to "claim"
- all the exercise submissions. In the current course these imported submissions
- could belong to anyone, even a student. This procedure avoids any problems
- that this may cause and makes you their owner.</p>
-
-<p>Apart from ownership, the submissions themselves are unchanged by this
- procedure.</p>
\ No newline at end of file
+++ /dev/null
-<h1>Handling of Multiple Submissions</h1>
-
-<p>This option determines how the exercise should calculate the
- final grades of the students. When there are multiple submissions
- the teacher can chose between either using the best grade or the
- mean grade from each students' set of submissions. This option
- can be changed at any time during the exercise. Any change has an
- immediate effect in the Grades page (provided, of course, multiple
- submissions are present).</p>
+++ /dev/null
-<h1>Use Password</h1>
-
-<p>Normal an exercise is open, that is if an Exercise is visible, students can
- see the contains of the exercise. The availability of an
- exercise within the course is normally best controlled through the
- Visible/Hide activity feature.</p>
-
- <p>The Use Password option is used to associate a
- "access" password with the exercise. There may be
- occasions when it is necessary to password protect an exercise. For
- example, an exercise may be used with several groups of students in a
- course and each group is set the exercise at different times. The access
- password is used to prevent the "second" group of students, say,
- from doing the exercise once the exercise has been opened up for the
- "first" group.</p>
