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New Assessment Phase added.
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rkingdon committed Sep 25, 2003
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<P ALIGN=CENTER><B>Managing a Workshop Assignment</B></P>

<P>A Workshop Assignment is more complex than an ordinary assignment.
It involves a number of steps or phases. These are
<OL>
<LI>The assessment of the assignment should be broken into a number
of assessment ELEMENTS. This makes the grading of an assignment less
arbitary 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>A Workshop Assignment is more complex than an ordinary assignment.
It involves a number of steps or phases. These are</p>

<ol>
<li><p><b>Set Up Assignment</b> The assessment of the assignment
should be broken into a number of assessment ELEMENTS. This makes
the grading of an assignment less arbitary 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 will normally submit a
<p>With the assessment elements set up the teacher will normally submit a
small number of example pieces of work. These are practice pieces for the
students to assess before preparing their own pieces of work. However,
before the assignment is made available to students, these example
pieces should be assessed by the teacher. This provides the teacher
with specimen &quot;answers&quot; when reviewing the students' assessments
of those examples (produced in the next phase).
<P>The submission of example pieces of work by the teacher is optional
and for certain assignments may not be appropriate.</P>
of those examples (produced in the next phase).</p>

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

<LI>The assignment is now opened to the students. If the teacher has set up
example pieces of work the students are required to assess a specified number
of these. (The number of assessments was given when the assignment was
created.) Once a student has made the required number of assessments
they can then submit their own work. In the case of an assignment with no
examples, the students are free to submit their own work without any delay.
<P>When a student submits a piece of work the teacher can, if desired, assess that
<li><p><b>Allow Student Submissions...</b> The assignment is now opened
to the students. If the teacher has set up example pieces of work, the students
are required to assess a specified number of these. (The number of
assessments is given when the assignment is created.) Once a student has
made the required number of assessments they can then submit their own
work. In the case of an assignment with no examples, the students are free
to submit their own work without any delay.</p>

<p>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 either during the submission phase of the
assignment or after the submission deadline.</P>
<P>If the assignment incorporates peer assessment, students who have submitted
work are shown other students' work to assess. When they have 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 this 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 next phase).</P>
assignment or after the submission deadline.</p>

<li><p><b>...and Assessments</b> If the assignment includes peer assessment,
students who have submitted work are now shown other students' work to assess.
The teacher may want to split the submission of work and its peer assessment
into two distinct phases, awaiting for all students to submit their work before
going into the peer assessment phase. This is not strictly necessary and the
allocation of the (peer) assessments can be proceed while students are still
submitting work. When there is such an overlap the teacher should consider
setting the Over Allocation Level to ONE (possibly TWO) to allow the allocations
to go smoothly (see the Admin page for more details). Note that doing this will
result in some submissions being (peer) assessed more times and some less
times than the majority of the submissions.</p>

<p>When a student have 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. 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 next phase).</p>

<LI>After the deadline has passed, the teacher moves the assignment to the next phase
where further submissions and assessments by students are not allowed. The teacher
can, if wished, complete the grading of assessments made on the examples and the
grading of the student submissions. They can also grade the peer assessments made
by the students. This is NOT really necessary as, provided a reason number of
assessments have been made on each submission, the &quot;grading
performance&quot; of each student can be determined from the relative scores.
<P>When the grading has been completed, the teacher calculates the final grades
<li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
moves the assignment to the next phase where further submissions and assessments
by students are not allowed. The teacher can, if wished, complete the grading of
assessments made on the examples and the grading of the student submissions.
They can also grade the peer assessments made by the students. This is <b>not</b>
really necessary as, provided a reasonable number of assessments have been made on
each submission, the &quot;grading performance&quot; of each student can be
determined from the relative scores. </p>

<p>When the grading has been completed, the teacher calculates the final grades
of the students. These final grades are normally made up of three components,
teacher's grade of the student's work, mean peer grade of the student's work
and the student's grading performance. The last can include the mean &quot;grading
grade&quot; 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.</p>

<LI>The final phase of the assignment is entered to allow the students to see their
final grades. The teacher can, if desired, backtrack the assignment to allow some
adjustment of, say, the weights used in the final grade calculation, the revised
grades can then be shown to the students.
<P>The students (and the teacher) are also shown a &quot;League Table&quot;
<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
to allow the students to see their final grades. The teacher can, if desired, backtrack
the assignment to allow some adjustment of, say, the weights used in the final grade
calculation, the revised grades can then be shown to the students.</p>

<p>The students (and the teacher) are also shown a &quot;League Table&quot;
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.</P>
</OL>
<P>At any phase of the assignment the teacher can open the &quot;Administration&quot;
used is that given during the previous phase.</p>
</ol>

<p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
page. This shows the current state of the assignment. It lists the Teacher's example
submissions (if any), the students' assessments (of the teacher's examples, their own
work, and of other students' submissions), and the submissions of the students.
The teacher can use this page to assess and re-assess submissions, grade and
re-grade assessments, delete submissions and assessments, and generally watch
the progress of the assignment.</P>
</P>
the progress of the assignment.</p>

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