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Fixed some typos.
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gustav_delius committed Feb 13, 2005
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36 changes: 18 additions & 18 deletions lang/en/help/exercise/administration.html
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<p align="center"><b>Administration Page</b></p>

<p>This page allows the teacher to see the one or more descriptions for the
<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
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 decsription of the exercise, it will
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
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 &quot;grading
grade&quot; 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
<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 &quot;grading
grade&quot; 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 asterix
(*) 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
<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>

88 changes: 44 additions & 44 deletions lang/en/help/exercise/comparisonofassessments.html
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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
<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
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
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
<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
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
<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
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
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
<p>This example is sightly 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 then the values
indicated above. The various levels (Very Lax, Lax, Fair...) are given so
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
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>

<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 &quot;Grading Grades&quot;). The re-calculation is done by
grades (the &quot;Grading Grades&quot;). The re-calculation is done by
clicking the &quot;Re-grade Student Assessments&quot; link found on the
administration page of the exercise. This can be safely performed at any
administration page of the exercise. This can be safely performed at any
time in the exercise.</p>

86 changes: 43 additions & 43 deletions lang/en/help/exercise/elements.html
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<p align="center"><b>Assessment Elements</b></p>

<p>For ease of grading, a Exercise Assessment should have a reasonable
number of &quot;Assessment Elements&quot;. 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>For ease of grading, a Exercise Assessment should have a reasonable
number of &quot;Assessment Elements&quot;. 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>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 qualatative
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 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 &quot;influence&quot; as a 100 point
scale if the respective elements have the same weight...</p>
<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 &quot;influence&quot; 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,
<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
only the first and last items of the scale are shown. For example, if the
custom scale &quot;Very Wet, Wet, Damp, Dry&quot; is created in the course,
this can be used and it will be shown as a four point scale labeled
&quot;Very Wet&quot; at one end of the scale and &quot;Dry&quot; at the
this can be used and it will be shown as a four point scale labeled
&quot;Very Wet&quot; at one end of the scale and &quot;Dry&quot; 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
<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
<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
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
&quot;error count&quot; is a weighted sum of the missing items. The assessor
can always make a minor adjustment to these suggested grades.</p>
one. Minor items can be given a weighting less than one. The overall
&quot;error count&quot; 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 &quot;level&quot;
<p><b>Criterion Grading.</b> The elements will give a set of &quot;level&quot;
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
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 &quot;level&quot;
than one criteria. The number of criteria is given in the assignment
parameters. Within each criterion there can be up to five &quot;level&quot;
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
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>
12 changes: 6 additions & 6 deletions lang/en/help/exercise/finalgrades.html
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<p align="center"><b>The Final Grades</b></p>

<p>The table on this screen lists the overall grades and their breakdown. The first grade is
the grade for the (inital) 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>
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
<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>

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