Added workshop help files.

lang/zh_cn/help/workshop/addingacomment.html

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+<P ALIGN=CENTER><B>¼ÓÒ»¸öÆÀÂÛ</B></P>
+
+<P>Comments can be added to an assessment to:
+
+<OL>
+<LI>Add additional explaination or clarification to the assessment (by
+	the student who assessed the piece of work);
+<LI>Query the statements made in the assessment (by the student whose 
+	piece of work is being assessed;
+<LI>Try to resolve difficulties which may have arisen during the discussion
+	on the assessment (by the teacher);
+</OL>
+<P>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. 
+
+<P>If the work is reassessed then the old comments are discarded and 
+	are no longer shown with the new assessment.
+
+</P>

lang/zh_cn/help/workshop/agreeassessments.html

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+<P ALIGN=CENTER><B>Agreement of Assessments</B></P>
+
+<P>A workshop assignment can have either of these characteristics:
+
+<OL>
+<LI>In the submission and assessment phase when the students see the 
+	assessments made by other students there is no feedback 
+	from the students who submitted the work to the students who made
+	the assessment. There may be feedback from the teacher if the teacher
+	choses to grade the student assessments and then the teacher's grades and 
+	comments will be available to both the student whose work it is and 
+	to the student who made the assessment. There will be, however, 
+	be only one way feedback between peers on any one piece of work.
+
+<LI>In the submission and assessment phase the students see the 
+	assessments made by other students and they are allowed to comment 
+	on these	assessments. They may agree or disagree with the (peer) assessment. 
+	If they agree with the assessment then the assessment stands and is 
+	used in the final calculations when determining the peer grade given to
+	the particular piece of work. If, however, they do not agree with an 
+	assessment the student who made the assessment is given an 
+	opportunity to revise it. The revise/disagree loop can continue until
+	either agreement is reached or the deadline is reached. An assessment
+	which is still in &quot;dispute&quot; when the deadline is reached
+	is not used in the final calculations. This gives two way feedback
+	between peers on each piece of work.
+</OL>
+<P>If the second method of working is chosen there is the option of switching off the display
+	of grades. That is, if this &quot;hide grades&quot; option is exercised, only the comments
+	in the assessment are shown to the student who work is being assessed.
+	The grades are shown only after agreement has been reached (on the 
+	comments alone). Note that this option only effective when agreement on 
+	assessments is required.
+
+</P>

lang/zh_cn/help/workshop/anonymous.html

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+<P ALIGN=CENTER><B>Anonymous Grading</B></P>
+
+<P>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. 
+
+<P>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.
+
+<P>Note that if the teacher's grades are shown to the students these are
+	never shown anonymously.
+</P>

lang/zh_cn/help/workshop/assignmenttype.html

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+<P ALIGN=CENTER><B>Peer Graded Assignment Type</B></P>
+
+<P>A peer graded assignment can have one of two types:
+
+<OL>
+<LI>Only feedback on the assessment elements and the general comment 
+	is entered. The grading of assessment elements is not seen in the 
+	grading pages. Assignments themselves are not given an overall grade. 
+	However, the grading performance of the students is measured and
+	this, and only this measure contributes towards the final grades given
+	to the students.
+
+<LI>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.
+
+</OL>
+
+</P>

lang/zh_cn/help/workshop/breakdownoffinalgrade.html

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+<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>
+
+<P>The table on this screen shows your final grade and how it was calculated. 
+	The final grade is made up from three possible components.
+
+<OL>
+<LI>The teacher's grade for your submitted work.
+<LI>The average of the peer grades for your submitted work. 
+<LI>A grade for your performance in the peer grading phase. This 
+	performance was based by (a) whether your grades were too high or too low
+	when compared with the average grade of the other students (this is called bias), 
+	(b) whether your grades follow, again on average, the grades given by 
+	the other students (this is called reliability)
+	and (c) on the quality of your comments on the other pieces of work you graded. 
+	This was graded by the teacher. These three performance grades were weighted 
+	by the factors 1:2:3 respectively to give an overall &quot;grading&quot; 
+	grade. In other words the teacher's grading of the comments is given the 
+	same weight as the Bias and Reliability factors combined.
+</OL>
+
+<P>These three components can be weighted as deemed appropriate for the 
+	assignment. These weights are shown in the smaller table.
+</P>

lang/zh_cn/help/workshop/calculatingfinalgrade.html

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+<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
+
+<P>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.
+
+<OL>
+<LI>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 &quot;best&quot; grade is used. Here, best 
+	means the piece of work with the highest weighted combination of teacher's
+	grade and peer grade...
+<LI>The average of the peer grades for their submitted work. Again if the student
+	submits more than one peice of work the &quot;best&quot; 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.
+<LI>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.
+<LI>The student's reliability in grading peer work. This is a measure on how well
+	a students grades follow the peer average for the peices of work they 
+	assessed. The measure discounts the student bias and averages the absolute 
+	differences between their grades and the peer average grades. In theory if
+	the students gives high marks for good peices of work and low marks for poor 
+	pieces of work their reliability will be high. If it is suspected that the students in
+	general are poor assessors then the teacher's grades should be included into
+	the ppeer averages, this should make the reliability values more meaningful.
+<LI>The average grade given by the teacher for the student's assessments.
+	This includes both the preliminary assessments made by the student on the 
+	example pieces of work and any grading the teacher makes on the asessments
+	produced during the peer assessement phase of the assignment. In general this
+	component is probably more important than both the Bias and Reliability 
+	components and thus, if available, should be weighted higher.
+</OL>
+
+<P>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.
+
+<P>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.
+</P>

lang/zh_cn/help/workshop/editingacomment.html

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+<P ALIGN=CENTER><B>Editing a Comment</B></P>
+
+<P>As with other items there is a short period of time allowed when
+	the text of comments can be amended. The comment is not shown
+	on the assessment until this period has elapsed.
+</P>

lang/zh_cn/help/workshop/elements.html

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+<P ALIGN=CENTER><B>Assignment Elements</B></P>
+
+<P>For ease of grading, a Workshop Assignment should have a reasonable 
+	number of &quot;Assessment Elements&quot;. Each element should cover
+	a particular aspect of the assignment. Typically an assignment will have
+	something between 5 to 15 elements for comments and grading, the 
+	actual number depending on the size and complexity of the assignment. A peer 
+	assignment with only one element is allowed and has a similar assessment
+	strategy to the standard Moodle Assignment. 
+
+<P>The type of elements dependent of the assignment's grading strategy.
+
+<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><B>Accumulative Grading.</B> The elements have the following three features:
+<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>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...
+
+<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.
+</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 &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><B>Criteria 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 criterion statement with a suggested grade. These
+should normally be in order. The assessor can make a minor adjustment to these 
+suggested grades.
+</P>

lang/zh_cn/help/workshop/finalgrades.html

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+<P ALIGN=CENTER><B>The Final Grades</B></P>
+
+<P>The table on this screen lists the final grades and their breakdown as shown to 
+	the students. If there are missing values in the table then it is possible to &quot;go back&quot;
+	and add these. In fact, there are two adjustments which can be made to the Final Grades.
+
+<OL>
+<LI>If a teacher's grade needs to be added then the piece of work can be 
+	graded by going 
+	to the teacher's Management screen for assignment and clicking on the link &quot;Student
+	Submissions for Assessment&quot;. 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.
+<LI>If it is desired to use a different weighting scheme then the assignment should be moved
+	back to Phase 3 and link 	&quot;Calculate Final Grades&quot; 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.
+</OL>
+
+</P>

lang/zh_cn/help/workshop/graded.html

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+<P ALIGN=CENTER><B>A Graded Peer Assignment</B></P>
+
+<P>This shows the grades and comments made on the submitted piece of
+	work. You can if you wish reply to this assessment and choose not to
+	accept it (at this stage). If that is the case, please enter your reply in the
+	box at the foot of the page giving the reason why you are not happy with 
+	the assessment. Then click on the button at the foot of the page and 
+	choose NO when asked whether you are happy with this assessment.
+
+<P>If, on the other hand. you are happy with the	assessment simply 
+	click on the button at the foot of the page and then click on YES when
+	asked whether you are happy with this assessment.
+
+</P>

lang/zh_cn/help/workshop/grading.html

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+<P ALIGN=CENTER><B>Grading of Peer Assignments</B></P>
+
+<P>For ease of grading a Peer Assignment is divided into a number of  
+	assessment &quot;elements&quot;. Each element covers
+	a particular aspect of the assignment. Depending on the type of assessment,
+	for each element you should
+<OL>
+<LI>Enter a Grade by clicking in the appropriate button or selecting an appropriate
+	number from the drop down menu.
+
+<LI>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.
+</OL>
+
+<P>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.
+
+<P>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.
+
+<P>You have a limited period of time, typically half an hour, in which to
+	change your mind and alter your grades or comments. Once that period
+	is over the person whose work you are assessing is notified about the assessment.
+	At that stage you can view your assessment but you cannot change it.
+
+</P>

lang/zh_cn/help/workshop/gradingassessments.html

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+<P ALIGN=CENTER><B>Grading the Student Assessments</B></P>
+
+<P>This screen is used to enter the teacher's grade for the assessment made
+	by the student during the submission and assessment phase of the assignment. A relatively
+	simple grading is used, the score out of 20. The treacher can decide what is
+	being graded and the relative scores from the instructions given to the students
+	before the assignment started. For example, at a higher level the students may be
+	required to give critical comments, at an intermediate level the students may be
+	required to point out strengths and weaknesses, and at a lower level the students 
+	may be simply pointing out errors and inaccuracies.
+
+<P>If available the Teacher's own assessment is shown before that of the
+	student so an easy comparison can be made. The teacher's own 
+	comments can act as a kind of benchmark.
+
+<P>The grades of assessment is
+	saved by clicking on the apprpriate button at the foot of the page. There is a
+	chance to repeat the grading within the &quot;editing&quot; period. Once that
+	time has elapsed the grade is made available to the student.	
+</P>