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<p align="center"><b>Comparison of Assessments</b></p>
<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 &quot;Grade for Student
Assessments&quot; and &quot;Grade for Submissions&quot; 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
<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 to converted into a meaningful grade. The &quot;Comparison of
Assessments&quot; 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 &quot;Very Lax&quot; setting is chosen, prefect
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 &quot;Very Lax&quot; 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 &quot;monkey's&quot; assessment would get a grade of around
50%. The situation gets a little more sensible with the &quot;Lax&quot;
option, then
the random assessment gets around 20%. When the &quot;Fair&quot; 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 &quot;Strict&quot; having
two questions out of sync gives a grade of 40%. Moving into the &quot;Very
Strict&quot; 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 sightly artifical 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 then 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 &quot;Lax&quot; or even &quot;Very Lax&quot; 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
&quot;Strict&quot; or &quot;Very Strict&quot; choices. It is really a
matter of trial and error with the best starting point being the
&quot;Fair&quot; option.</p>
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