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Few corrections and removing of not translated files.

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commit de861fe3cb4978633f73ed80c50ce873c9629b5f 1 parent 6fb4ced
authored March 24, 2004
5  lang/pl/error.php
... ...
@@ -1,9 +1,12 @@
1 1
 <?PHP // $Id$ 
2  
-      // error.php - created with Moodle 1.2 development (2004020300)
  2
+      // error.php - created with Moodle 1.2 Beta (2004022400)
3 3
 
4 4
 
  5
+$string['coursegroupunknown'] = 'Nie okre¶lono kursu dla grupy $a';
5 6
 $string['erroronline'] = 'B³±d na lini $a.';
6 7
 $string['fieldrequired'] = '\"$a\" nie mo¿e byæ puste.';
  8
+$string['groupalready'] = 'U¿ytkownik ju¿ przynale¿y do grupy $a';
  9
+$string['groupunknown'] = 'Grupa $a nie jest przypisana do tego kursu';
7 10
 $string['invalidfieldname'] = '\"$a\" nie jest dozwolon± nazw±.';
8 11
 $string['missingfield'] = 'Brakuje pola \"$a\" .';
9 12
 $string['modulerequirementsnotmet'] = 'Modu³ \"$a->modulename\" ($a->moduleversion) nie zosta³ poprawnie zainstalowany. Zainstaluj nowsz± wersjê Moodle! Aktualnie u¿ywasz wersji $a->currentmoodle, a potrzebujesz $a->requiremoodle).';
64  lang/pl/help/exercise/elements.html
... ...
@@ -1,64 +0,0 @@
1  
-<P ALIGN=CENTER><B>Elementy pracy</B></P>
2  
-
3  
-<P>Dla u³atwienia oceniania praca powinna zawieraæ sensown± liczbê &quot;elementów oceny&quot;. Each element should cover
4  
-	a particular aspect of the assignment. Typically an assignment will have
5  
-	something between 5 to 15 elements for comments and grading, the 
6  
-	actual number depending on the size and complexity of the assignment. A peer 
7  
-	assignment with only one element is allowed and has a similar assessment
8  
-	strategy to the standard Moodle Assignment. 
9  
-	
10  
-<P>The type of elements dependent of the assignment's grading strategy.
11  
-
12  
-<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment. 
13  
-	The assessor is asked to comment on each of these aspects. As with all the grading
14  
-	strategies, there is also an area for general comments.
15  
-
16  
-
17  
-<P><B>Accumulative Grading.</B> The elements have the following three features:
18  
-<OL>
19  
-<LI>The DESCRIPTION of the assessment element. This should clearly state what 
20  
-	aspect of the assignment is being assessed. If the assessment is qualatative
21  
-	it is helpful to give details of what is considered excellent, average 
22  
-	and poor.
23  
-	
24  
-<LI>The SCALE of the assessment element. There are a number of prefined
25  
-	scales. These range from simple Yes/No scales, through multipoint scales to
26  
-	a full percentage scale. Each element has its own scale which should be choosen
27  
-	to fit the number of possible variations for that element. Note that the scale 
28  
-	does NOT determine the element's	importance when calculating the overall 
29  
-	grade, a two point scale has the same &quot;influence&quot; as a 100 point 
30  
-	scale if the respective elements have the same weight...
31  
-
32  
-<LI>The WEIGHT of the assessment element. By default the elements are given the same 
33  
-	importance when calculating the overall grade of the assignment. This can be
34  
-	changed by giving the more importance elements a weight greater than one, and
35  
-	the less important elements a weight below one. Changing the weights does NOT 
36  
-	effect the maximum grade, that value is fixed by the Maximum Grade parameter
37  
-	of the peer assignment. Weights can be assigned negative values, this is an 
38  
-	experimental feature.
39  
-</OL>
40  
-<P><B>Error Banded Grading.</B> The elements will normally describe certain items 
41  
-	or aspects which must be present in the assignment. The assessment is made on the
42  
-	present or absence of these items or aspects. The teacher must all set of grade table which 
43  
-	give the suggested grades when all the items are present, when one is absent, when two are
44  
-	absent, etc. If certain items are more important than others then those items can be given
45  
-	a weighting greater than one. Minor items can be given a weighting less than one. The
46  
-	overall &quot;error count&quot; is a weighted sum of the missing items. The assessor 
47  
-	can always make a minor adjustment to these suggested grades.
48  
-
49  
-<P><B>Criterion Grading.</B> The elements will give a set of &quot;level&quot; statements
50  
-which can be used to rank the assignment. The statements may be cumulative or they may 
51  
-each be self contained. The assessor must decide which statement best fits each piece of
52  
-work. The teacher must also relate each criterion statement with a suggested grade. These
53  
-should normally be in order. The assessor can make a minor adjustment to these 
54  
-suggested grades.</P>
55  
-
56  
-<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than
57  
-one criteria. The number of criteria is given in the assignment parameters. Within each
58  
-criterion there can be up to five &quot;level&quot; statements. In a given assignment
59  
-the number of levels can vary from criterion to criterion. When setting up a criterion a
60  
-blank level statement signals the end of the level statements. Thus some criteria may have
61  
-two levels, others have three, up to five levels. The criteria can be weighted. The levels
62  
-are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
63  
-scores.
64  
-</P>
14  lang/pl/help/exercise/finalgrades.html
... ...
@@ -1,10 +1,6 @@
1  
-<P ALIGN=CENTER><B>The Final Grades</B></P>
  1
+<P ALIGN=CENTER><B>Oceny koñcowe</B></P>
2 2
 
3  
-<p>The table on this screen lists the overall grades and their breakdown. The first grade is
4  
-	the grade for the (inital) assessment. This is added to the grades given to each 
5  
-	submission. The Weights row gives the factors used in the calculation of the overall 
6  
-	grade from these two grades. The final grade given for this assignment will either be 
7  
-	the average of these overall grades or the overall grade of the best submission.
8  
-
9  
-<p>The League table lists each student's best submission. The table is in grade order with 
10  
-	the best submission first.</p>
  3
+<p>Pierwsza ocena w tabeli to ocena za pierwsz± wersjê pracy. Ocena ta jest dodawana do nastêpnych
  4
+ocen za kolejne wersje pracy. Wagi z kolei, u¿ywane s± przy wyliczaniu ostateczniej oceny, u¿ywaj±c dwóch
  5
+poprzednich ocen. Ostateczna ocena bêdzie albo ¶redni± ocen dyskutowanych wcze¶niej b±d¼ najlepsz± ocen± za 
  6
+dan± wersjê pracy.</p>
40  lang/pl/help/exercise/grading.html
... ...
@@ -1,40 +0,0 @@
1  
-<P ALIGN=CENTER><B>Grading of Assignments</B></P>
2  
-
3  
-<p>In this Exercise the same Assessment Form is used by Students and Teachers
4  
-	to assess the work produced. The form is used at different stages of the 
5  
-	exercise by the two groups, thus the explaination given here is divided into 
6  
-	two parts.</p>
7  
-	
8  
-<p><b>For Students</b></p>
9  
-	
10  
-<p>The assessment form is used mainly to show you how your work will be 
11  
-	assessed by the teacher. You are required to complete this form <b>before</b> 
12  
-	you can submit your work. You can use it as a checklist. The form is <b>not</b> 
13  
-	sent to the teacher when you save it. You can return to this form and amend it 
14  
-	(and your piece of work) as many times as you like provided you have 
15  
-	<b>not</b> submitted the work. Note that although you are allowed to, there 
16  
-	is no need to submit your work immediately after you have completely this form. 
17  
-	However, the contents of your assessment are frozen and made available to the 
18  
-	teacher when you submit your work.</p>
19  
-	
20  
-<p>If the teacher requests that you make changes to your work and to re-submit 
21  
-	it, you will <b>not</b> be asked to re-assess your &quot;new&quot; piece of 
22  
-	work. You only make this assessment &quot;first time round&quot;.</p>
23  
-	
24  
-<p>This (initial) assessment of your work is looked at by the teacher and they 
25  
-	can add comments and grade it. You will be able to see these comments and 
26  
-	the grade given to your assessment may form part of the final grade you 
27  
-	receive from this Exercise.</p>
28  
-
29  
-<p><b>For the Teacher</b></p>
30  
-
31  
-<p>The assessment form is used to grade the submissions of the students. 
32  
-	These grades normally form the major component of the students' final grade 
33  
-	for the exercise. The assessment, it's grade and any comments you make can 
34  
-	be viewed by the student who submitted the work. Once you have made the 
35  
-	assessment you should decide whether to allow the student to change and 
36  
-	re-submit their work, hopefully with improvements, or not.</p>
37  
-	
38  
-<p>When you save an assessment you given a short period of time in which to 
39  
-	make any amendments before the assessment to &quot;released&quot; to 
40  
-	the student.</p>
18  lang/pl/help/exercise/gradinggrade.html
... ...
@@ -1,15 +1,7 @@
1  
-<P ALIGN=CENTER><B>Grading of Assessments</B></P>
  1
+<P ALIGN=CENTER><B>Ocenianie prac</B></P>
2 2
 
3  
-<p>In the first half of this page the Student Assessment of their own work is shown. 
4  
-	This assessment should be graded (out of a maximum of 20). It represents an 
5  
-	assessment of the work shown in the second of the Link boxes. (The topmost 
6  
-	link box is the description of the exercise itself.) The &quot;Grading Grade&quot; 
7  
-	should normally be explained in a comment which you enter in the Teacher's 
8  
-	Comment box. The grade should reflect the accuracy of the assessment, an 
9  
-	assessment which gives a low grade to a  poor piece of work should receive 
10  
-	a higher Grading Grade than one which gives a low mark to a good piece of 
11  
-	work, for example.</p>
  3
+<p>Pierwsza po³owa strony przedstawia w³asn± ocenê studenta. Ta ocena powinna zostaæ oceniona
  4
+(maksymalnie do 20 punktów). &quot;Ocena ocen&quot; 
  5
+	powinna byæ uzasadniona w okienku w którym wpisuje siê komentarze nauczyciela.</p>
12 6
 	
13  
-<p>In the second half of this page there is a blank Assessment Form for your 
14  
-	own assessment of the piece of work from the student.</p>
15  
-	
  7
+<p>W drugiej czê¶ci strony jest forma w kórej mo¿esz dokonaæ w³asnej oceny pracy studenta.</p>	
78  lang/pl/help/exercise/gradingstrategy.html
... ...
@@ -1,78 +0,0 @@
1  
-<P ALIGN=CENTER><B>Strategia oceniania</B></P>
2  
-
3  
-<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
4  
-
5  
-<OL>
6  
-<LI><B>No grading:</B> In this type of assignment the teacher is not 
7  
-	interested in quantative assessment from the students at all. The students
8  
-	make comments of the pieces of works but do not grade them. The teacher,
9  
-	however, can, if desired, grade the student comments. These 
10  
-	&quot;grading grades&quot; form the basis of the students' final grades.
11  
-	If the teacher does not grade the student assessments then the assignment 
12  
-	does not have any final grades.
13  
-	
14  
-<LI><B>Accumulative grading:</B> This is the default type of grading.
15  
-	In this type of assignment the grade of each
16  
-	assessment is made up of a number of &quot;assessment elements&quot;.
17  
-	 Each element should cover
18  
-	a particular aspect of the assignment. Typically an assignment will have
19  
-	something between 5 to 15 elements for comments and grading, the 
20  
-	actual number depending on the size and complexity of the assignment. An 
21  
-	exercise assignment with only one element is allowed and has a similar assessment
22  
-	strategy to the standard Moodle Assignment. 
23  
-	
24  
-<P>Elements have the following three features:
25  
-<OL>
26  
-<LI>The DESCRIPTION of the assessment element. This should clearly state what 
27  
-	aspect of the assignment is being assessed. If the assessment is qualatative
28  
-	it is helpful to give details of what is considered excellent, average 
29  
-	and poor.
30  
-	
31  
-<LI>The SCALE of the assessment element. There are a number of prefined
32  
-	scales. These range from simple Yes/No scales, through multipoint scales to
33  
-	a full percentage scale. Each element has its own scale which should be choosen
34  
-	to fit the number of possible variations for that element. Note that the scale 
35  
-	does NOT determine the element's	importance when calculating the overall 
36  
-	grade, a two point scale has the same &quot;influence&quot; as a 100 point 
37  
-	scale if the respective elements have the same weight...
38  
-
39  
-<LI>The WEIGHT of the assessment element. By default the elements are given the same 
40  
-	importance when calculating the overall grade of the assignment. This can be
41  
-	changed by giving the more importance elements a weight greater than one, and
42  
-	the less important elements a weight below one. Changing the weights does NOT 
43  
-	effect the maximum grade, that value is fixed by the Maximum Grade parameter
44  
-	of the peer assignment. Weights can be assigned negative values, this is an 
45  
-	experimental feature.
46  
-</OL>
47  
-
48  
-<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are 
49  
-	graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
50  
-	Table &quot; which gives the relationship between the number of  
51  
-	&quot;errors&quot; and the suggested grade. For example an assignment may have six
52  
-	significant items which should be present, the Grade Table will give suggested
53  
-	grades if all are present, one is absent, if two are absent, etc. The individual
54  
-	items can, if desired, be given weighting factors if some items are more important
55  
-	than others. The number of &quot;errors&quot; is a weighted sum of the items not
56  
-	present. By default each item is given a weight of one. The grading table is likely 
57  
-	to be non-linear, for example
58  
-	the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0%  for 
59  
-	an assignment with 10 items.The assessor can adjust the suggested grade by up 
60  
-	to 20%  either way to give the submission's final grade.
61  
-	
62  
-<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although 
63  
-	not necessarily the most straightforward to set up). The submissions are 
64  
-	graded against a set of criteria statments. The assessor choses which statement 
65  
-	best fits the piece of work. The grade is determined by a &quot;Criteria 
66  
-	Table&quot; which gives the suggested grade for each criterion. For example
67  
-	an assignment may be set up with, say, five criteria statements and the assessors
68  
-	must then choose one of the five statements for each of their assessments. As with
69  
-	the Banded assignment the assessor can adjust the suggested grade by up to 
70  
-	20% to give the final grade.
71  
-
72  
-<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
73  
-	sets of criteria. Each set covering a particular &quot;Category&quot;, can have 
74  
-	up to five statements. The sets are given individual 
75  
-	weights and the grade is a weighted combination of the scores from each set. There 
76  
-	is <b>no</b> adjustment option in this assessment type. 
77  
-</OL>
78  
-</P>
76  lang/pl/help/exercise/managing.html
... ...
@@ -1,76 +0,0 @@
1  
-<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
2  
-
3  
-<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
4  
-	It involves four steps or phases. These are
5  
-<OL>
6  
-<LI><p><b>Set up Exercise </b> The assessment of the work produced in the 
7  
-	exercise is made easier if it is broken into a number of assessment ELEMENTS. 
8  
-	This makes the grading of an assignment less
9  
-	arbitary and gives the students a framework on which to make assessments. 
10  
-	The teacher has the role of setting up the assessment elements thus making a
11  
-	grading sheet. (See that page for more details.)</p>
12  
-	
13  
-	<P>With the assessment elements set up the teacher must submit a 
14  
-	Word Document or HTML file which describes the exercise or task to be done
15  
-	by the students. This file is shown to the students in the second phase of
16  
-	the exercise. </p>
17  
-	
18  
-	<p>Teachers can, if they wish, prepare a set of similar exercies, again as
19  
-	Word Documents or HTML files, and upload those into the Exercise. Note that
20  
-	these exercises must be quite similar as the same Assessment Form is used
21  
-	for all of these variants. The submission of a multiple set of exercises by 
22  
-	the teacher is optional and for certain assignments may not be appropriate.</P>
23  
-	
24  
-<LI><p><b>Allow Students Assessments and Submissions</b> The assignment 
25  
-	is now opened to the students. If the teacher has set up multiple exercises then 
26  
-	the students see different exercises, otherwise all the students see the same 
27  
-	exercise.</p>
28  
-
29  
-<p>Before the students can submit their work they must complete the assessment 
30  
-	form. Once they have completed the assessment they are shown the upload form. 
31  
-	The students can revise their work in the light of their self assessment. The teacher 
32  
-	sees student's (self) assessment and an assessment form to grade the student's 
33  
-	submission. This is a &quot;dual assessment form&quot;. At the end of this 
34  
-	form the teacher can either ask the student to re-submit the work or not.</p>
35  
-
36  
-<p>If the student chooses to re-submit, the teacher can re-assess the work. The 
37  
-	same option, re-submit or not, allows the teacher to control this cycle of 
38  
-	re-submission and assessment. If students are allowed to put in multiple pieces
39  
-	of work into the Exercise, the teacher should decide whether the final grades 
40  
-	are based on the student's maximum grade or their average grade over the 
41  
-	set of submissions. This option can be changed at any time during the Exercise
42  
-	by updating the Exercise, it's effect is seen immediately in the Grade page.
43  
-</p>
44  
-	
45  
-<LI><p><b>Stop Student Assessments and Submissions</b> After the deadline 
46  
-	has passed, the teacher moves the Exercise to this phase to stop further 
47  
-	assessments and submissions. The teacher should complete the grading 
48  
-	any outstanding assessments and submissions before moving the Exercise
49  
-	to its final phase.
50  
-
51  
-<li><p><b>Show Overall Grades and League Table</b> In this final phase of 
52  
-	the Exercise the students can see their &quot;final&quot; grades. In all 
53  
-	phases of the Exercise (except the first phase), grades are available to
54  
-	the students, they are, however, only &quot;partial&quot; grades as they are
55  
-	calculated on the fly from the assessments available at the time.</p>
56  
-	
57  
-<p>The students (and the teacher) are also shown a &quot;League Table&quot;
58  
-	of the student submissions. These are listed in order of grade, the top submission
59  
-	is first. Here the grade given to the submission is teacher's
60  
-	grade. If a student submitted more than one piece of work only their best piece 
61  
-	of work is shown in this table. </p>
62  
-</ol>
63  
-
64  
-<p>The student's grade is a weighted combination of the teacher's grading of their
65  
-	(initial) assessment and the teacher's grading of their work. The two weighting 
66  
-	factors are initally set to unity. They can changed (on the Administration page)
67  
-	at any time during the exercise and the grades shown both the students and the
68  
-	teacher always reflect the current weighting factors.</p>
69  
-	
70  
-<p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
71  
-	page. This shows the current values of the two weighting factors and allows the teacher
72  
-	to change them. It lists the students' assessments (of  their own work) and the 
73  
-	submissions of the students. The teacher can use this page to assess and re-assess 
74  
-	submissions, grade and re-grade assessments, delete submissions and assessments, 
75  
-	and generally watch the progress of the assignment.</p>
76  
-
80  lang/pl/help/exercise/moreinfo.html
... ...
@@ -1,80 +0,0 @@
1  
-<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Exercise</B>
2  
-
3  
-<P>An Exercise is a simple but powerful assignment. In an exercise the teacher 
4  
-asks the students to do a piece of practical work. It could be writing an essay 
5  
-or a report, preparing a presentation, or setting out a spreadsheet, etc. When 
6  
-the student has done the task they must first self-assess their work before 
7  
-submitting it to the teacher. Once submitted the teacher can assess both the 
8  
-student's assessment and the piece of work itself. The teacher can give 
9  
-feedback to the student  and ask the student to improve the work and re-submit 
10  
-it or not as the case may be.</p>
11  
-
12  
-<p>Before the start of the exercise the teacher sets up the exercise by
13  
-<ol> <li>Creating a Word document or HTML file which introduces the exercise 
14  
-	and tells the students what they have to produce. This file is uploaded
15  
-	into the exercise by the teacher.
16  
-	
17  
-<li>Adding the textual elements and choosing the options in the Assessment
18  
-	Form. This form is used by both the students and the teacher to assess the 
19  
-	work produced in the exercise. There are various types of assessment 
20  
-	which can be used (see the help on &quot;Grading 	Stratgey&quot;)
21  
-</ol></p>
22  
-	
23  
-<p>In large classes, the teacher may find to helpful to create more than one version
24  
-	of the exercise. These variants add a degree of variety to the exercise and 
25  
-	ensure that students are doing different tasks in the exercise. They
26  
-	are allocated to the students in a random but balanced way. Each student 
27  
-	receives only one exercise but the the number of 
28  
-	times each variant is allocated in a class is approximately the same. Note
29  
-	the variants should not be too different as the same assessment form is used for
30  
-	all of the variants.</p>
31  
-
32  
-<p>With the description(s) of the exercise and the assessment form in place,
33  
-	the assignment is opened to the students. They are shown a description
34  
-	of the exercise or task. When they have done the exercise they must assess
35  
-	their own work (using the pre-prepared assessment form) before they can
36  
-	submit their work to the teacher. The assessment form can be used as a 
37  
-	&quot;checklist&quot; by the students. They can, if they wish, revise both 
38  
-	their work and the assessment before they actually submit their work, and
39  
-	probably they should be encouraged to do so!</p>
40  
-	
41  
-<p>Once a student has submitted their work both their assessment and the
42  
-	piece of work itself becomes available to the teacher. The assessments can be
43  
-	graded and there is a box for comments. The teacher can also access the piece
44  
-	of work (using the student's assessment as a starting point) and make a 
45  
-	decision whether to ask the student to re-submit an improved version of the 
46  
-	work or not.</p>
47  
-	
48  
-<p>If the teacher feels that the student's piece of work could be improved, the 
49  
-	student can be given the opprtunity to re-submit. If this is taken up the 
50  
-	teacher re-assesses the work using an assessment form which contains 
51  
-	the grades and comments they gave to the student's previous submission. 
52  
-	Thus, the re-assessment is then a matter of updating the form in the light 
53  
-	of the student revised work rather than undertaking an assessment from 
54  
-	scratch.</p>
55  
-	
56  
-<p>When the deadline for the exercise the teacher moves the exercise to the 
57  
-	next phase. This stops further submissions from the students. The assessments 
58  
-	and submissions which have not be graded and assessed should now be done. 
59  
-	
60  
-<p>With all the submissions graded, the exercise is moved to the 
61  
-	final phase. The students can now see their final grades and the grades given to 
62  
-	their submissions. A student's grade for the exercise is a weighted combination
63  
-	of the teacher's grade for their self-assessment and the teacher's grade for that 
64  
-	work. (The grade given by the student is <b>not</b> used.) For the submissions 
65  
-	themselves	the grade is teacher's assessment. The weights used for the two 
66  
-	grades (the grading grade and the actual grade for the work) can be set and 
67  
-	changed at	any time during the assignment.</p>
68  
-	
69  
-<p>When the teacher allows students to resubmit work, the teacher should 
70  
-	consider how to set the option which controls how the student's final grade 
71  
-	is calculated from multiple submissions.  This option allows the teacher to 
72  
-	choose between using the mean grade of the student's  submissions or their 
73  
-	best submission.  This option can changed at any time and it has an immediate 
74  
-	effect in the grades screen.</p>
75  
-
76  
-<p>In the final phase of the exercise the students can also see a &quot;League
77  
-	Table&quot; of submissions. This an ordered list of the submissions, the 
78  
-	submission which received the highest grade is at the top. When there are 
79  
-	multiple submissions only the student's best submission is show in this list.</p>
80  
-	
20  lang/pl/help/exercise/nelements.html
... ...
@@ -1,20 +0,0 @@
1  
-<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
2  
-
3  
-<P>The number entered here determines how many items will be used in
4  
-	the assessments. Depending on the type of grading strategy, this number
5  
-	gives the number of comments, assessments elements, bands, criteria or
6  
-	categories (sets) of criteria in a rubric. Typically an assignment will have
7  
-	something between 5 to 15 assessment items, the 
8  
-	actual number depending on the size and complexity of the assignment. 
9  
-	
10  
-<p>During the set up phase of the exercise this number can safely be adjusted. 
11  
-	Increases the number will cause extra blank elements to be displayed in the
12  
-	asessemnt form. Reducing the number will remove elements from the end 
13  
-	of the assessment form.</p>
14  
-	
15  
-<P>All assessments have a General Comments field. For a &quot;No 
16  
-	Grading&quot; assignment the value given here determines the 
17  
-	number of additional comment areas. It can be specified as zero and results
18  
-	in the assessment having only a single General Comments area.
19  
-	
20  
-</P>
10  lang/pl/help/exercise/specimen.html
... ...
@@ -1,10 +0,0 @@
1  
-<p align="center"><b>Specimen Assessment Form</b></p>
2  
-
3  
-<p>This page shows shows the details of the actual form used to grade
4  
-	your assignment. It will be used by yourself and the teacher to grade your 
5  
-	work.</p>
6  
-	
7  
-<p>Please note that although you can change the grades on 
8  
-	this form these changes are NOT saved. This is simply a specimen form, 
9  
-	but a very similar form will be used by yourself and the teacher  
10  
-	during this assignment.</p>
12  lang/pl/help/exercise/submissionofdescriptions.html
... ...
@@ -1,12 +0,0 @@
1  
-<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
2  
-
3  
-<P>The teacher must submit at least one description of the exercise or task.
4  
-	The description can be held in a Word document or HTML file (or
5  
-	any other file type that will display satisfactorily in a browser). This file 
6  
-	will be displayed to the students and should contain instructions for them 
7  
-	to successfully complete the exercise.</p>
8  
-	
9  
-<P>It is permissible for the teacher to submit more than one description of 
10  
-	the exercise. These will be used at random and different students will see 
11  
-	different versions of the exercise. These variants should be similar as the 
12  
-	same Assessment Form is used to assess the work from these instructions.</p>
11  lang/pl/help/lesson/grade.html
... ...
@@ -1,7 +1,6 @@
1  
-<p align="center"><b>The Grade of the Lesson</b></p>
  1
+<p align="center"><b>Ocena</b></p>
2 2
 
3  
-<p>This value determines the maximum grade which can be awarded in 
4  
-	the lesson.	The range is 0 to 100%. This value can be changed at 
5  
-	any time during the lesson. Any change has an immediate effect in 
6  
-	the Grades page and on the grades shown to the students in various 
7  
-    lists.</p>
  3
+<p>To maksymalna ocena, która mo¿e byæ przyznana na danej lekcji. Warto¶æ ta
  4
+waha siê miêdzy 0 i 100% i mo¿e byæ zmieniona w ka¿dej chwili podczas trwania
  5
+lekcji. Zmiana ta bêdzie natychmiast widoczna na stronie i odpowiednio wp³ynie 
  6
+na oceny studentów.</p>
21  lang/pl/help/lesson/jumpto.html
... ...
@@ -1,13 +1,12 @@
1  
-<p align="center"><b>The Jump-to Link</b></p>
  1
+<p align="center"><b>Link Przejd¼ do</b></p>
2 2
 
3  
-<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response 
4  
-    is shown to the student. Atfer that the student sees the page given in the Jump-to 
5  
-    link. This link can be either relative or absolute. Relative links are <b>This 
6  
-    page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the 
7  
-    current page again. <b>Next page</b> shows the page which follows this page in the
8  
-    logical order of pages. An absolute page link is specified by choosing the page's 
9  
-    <b>title</b>.</p>
10  
-<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page 
11  
-    after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
12  
-    always show the same page after pages have been moved.</p>
  3
+<p>Ka¿da odpowied¼ zawiera link Przejd¼ do. Po wybraniu odpowiedzi, studentowi zostanie
  4
+przedstawiona strona z informacj± zwrotn±. Po tym student widzi link Przejd¼ do. Link mo¿e byæ
  5
+relatywny lub absolutny. Relatywne linki to: <b>Ta strona</b> i  <b>Nastêpna strona</b>. 
  6
+<b>Ta strona</b> prowadzi raz jeszcze do strony któr± ogl±da student. <b>Nastêpna strona</b>
  7
+prowadzi do nastêpnej strony w logicznym uk³adzie stron. Link absolutny z drugiej strony zawiera
  8
+zawsze tytu³ strony.</p>
  9
+<p>Zauwa¿, ¿e relatywny link <b>Nastêpna strona</b> mo¿e wskazaæ ró¿ne strony je¶li zmieniany by³
  10
+porz±dek stron. Z drugiej strony linki opieraj±ce sie na <b>tytule</b>
  11
+ zawsze odwo³uj± siê do okre¶lonej strony.</p>
13 12
 
9  lang/pl/help/lesson/maxanswers.html
... ...
@@ -1,7 +1,6 @@
1  
-<p align="center"><b>The Maximum Number of Answers in a Lesson</b></p>
  1
+<p align="center"><b>Maksymalna liczba odpowiedzi</b></p>
2 2
 
3  
-<p>This value determines the maximum number of answers the teacher can use.
4  
-    The default value is 4. If the lesson uses only TRUE or FALSE
5  
-    questions throughout then it is sensible to set this value to 2.</p>
  3
+<p>Ten parametr okre¶la maksymaln± liczbê odpowiedzi, któr± mo¿e zasugerowaæ nauczyciel. Domy¶lna warto¶æ to 4, ale
  4
+je¶li u¿ywane s± tylko pytania typu PRAWDA/FA£SZ wówczas sensownym by³oby ustawienie tej warto¶ci na 2.</p>
6 5
     
7  
-<p>It is safe to change this value in a lesson with existing content.</p>
  6
+<p>Mo¿na bezpieczenie zmieniaæ ten parametr bez wzglêdu na zmieniaj±c± siê zawarto¶æ lekcji.</p>
2  lang/pl/help/lesson/mods.html
... ...
@@ -1,4 +1,4 @@
1  
-<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif">&nbsp;<B>Lesson</B>
  1
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif">&nbsp;<B>Lekcja</B>
2 2
 
3 3
 <UL>
4 4
 <P>Lekcja pozwala na przedstawienie tre¶ci w interesuj±cy sposób na wielu stronach.
57  lang/pl/help/lesson/overview.html
@@ -7,9 +7,9 @@
7 7
 <li>Ka¿da odpowied¼ mo¿e zostaæ potwierdzona krótkim tekstem, który
8 8
 zostanie wy¶wietlony je¶li dana odpowied¼ zostanie wybrana.
9 9
 Ten tekst nazywany jest <b>informacj± zwrotn±</b>.
10  
-<li>Z ka¿d± odpowiedzi± zwi±zane jest <b>przej¶cie</b>. Przej¶cie mo¿e byæ do danej strony,
  10
+<li>Z ka¿d± odpowiedzi± zwi±zany jest <b>link</b>. Link mo¿e przenie¶æ studenta do okre¶lonego fragmentu danej strony,
11 11
 nastêpnej strony lub ka¿dej innej strony czy na koniec lekcji.
12  
-<li>Domyl¶lnie pierwsza strona przeniesie studenta do <b>nastêpnej strony</b>. 
  12
+<li>Domy¶lnie pierwsza strona przeniesie studenta do <b>nastêpnej strony</b>. 
13 13
     Kolejne odpowiedzi równie¿ przenios± studenta do tej strony.
14 14
 <li><b>Logiczny porz±dek</b> determinuje uk³ad lekcji. Odnosi siê to do porz±dku stron z
15 15
 perspektywy nauczyciela. Porz±dek ten mo¿e byæ w ka¿dej chwili zmieniony.
@@ -18,35 +18,26 @@
18 18
 zdefiniowane w odpowiedziach i mo¿e znacznie odbiegaæ od logicznego porz±dku.
19 19
     (Jednak¿e gdy przej¶cia <i>nie</i> zostan± zmienione oba porz±dki pozostan± do siebie podobne.
20 20
     Nauczyciel ma mo¿liwo¶æ sprawdzenia porz±dku nawigacji.
21  
-<li>When displayed to the students, the answers are always shuffled. That is, the
22  
-    first answer from the teacher's point of view will not necessarily be the
23  
-    first answer in the list shown to the students. (Further, each time the same
24  
-    set of answers is displayed they are likely to appear in a different order.)
25  
-<li>The number of answers can vary from page to page. For example, it is allowed
26  
-    that some pages can end with a true/false question while others have questions
27  
-    with one correct answer and three, say, distractors. 
28  
-<li>It is possible to set up a page without any answers. The students are shown
29  
-    a <b>Continue</b> link instead of the set of shuffled answers.
30  
-<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which 
31  
-    jump to a page which is further <i>down</i> the logical order than the current page. 
32  
-    <b>Wrong</b> answers are ones which either jump to the same page or to a page
33  
-    further <i>up</i> the logical order than the current page. Thus, if the jumps are
34  
-    <i>not</i> changed, the first answer is a correct answer and the other answers are 
35  
-    wrong answers.
36  
-<li>Questions can have more than one correct answer. For example, if two of the answers
37  
-    jump to the next page then either answer is taken as a correct answer. (Although
38  
-    the same destination page is shown to the students, the responses shown on the way 
39  
-    to that page may well be different for the two answers.)
40  
-<li>In the teacher's view of the lesson the correct answers have underlined Answer 
41  
-    Labels.
42  
-<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly 
43  
-    or by jumping to the next page from the last (logical) page of the lesson. When the
44  
-    end of the lesson is reached, the student receives a congratulations message and is 
45  
-    shown their grade. The grade is (the number of correct answers checked / number of 
46  
-    pages seen) * the grade of the lesson.
47  
-<li>If the end of the lesson is <i>not</i> reached, when the student goes into the
48  
-    lesson they are given the choice of starting at the begining or picking up the lesson
49  
-    where they answered their last correct answer.
50  
-<li> For a lesson which allow re-takes, students are allowed to re-take the lesson until
51  
-    they have achieved the maximum grade.
  21
+<li>Odpowiedzi wy¶wietlane studentom s± zawsze pomieszane. Tak wiêc pierwsza odpowied¼ na ekranie
  22
+nauczyciela nie oznacza, ¿e bêdzie to pierwsza odpowied¼ na ekranie studenta. Tak wiêc przy wy¶wietlaniu
  23
+tego samego zestawu odpowiedzi, najprawdopodobniej pojawi± siê one w innym porz±dku.
  24
+<li>Ilo¶æ odpowiedzi mo¿e siê ró¿niæ na kolejnych stronach. N.p. jedna strona mo¿e siê koñczyæ pytaniami
  25
+typu PRAWDA/FA£SZ a kolejne mog± zawieraæ po 4 odpowiedzi. 
  26
+<li>Mo¿na zawrzeæ stronê bez odpowiedzi. Studenci wówczas zobacz± link "Kontynuuj".
  27
+<li>Je¶li chodzi o ocenianie lekcji, odpowiedzi <b>poprawne</b> bêd± prowadzi³y do strony, która 
  28
+bêdzie zawieraæ dalsze informacje.  
  29
+    <b>Z³e</b> odpowiedzi bêd± prowadziæ do tej samej strony lub do innej strony w logicznym uk³adzie stron.
  30
+    Tak wiêc je¶li linki do innych stron <i>nie</i> s± zmienione, wówczas pierwsza odpowied¼
  31
+    jest poprawn± odpowiedzi±.
  32
+<li>Pytania mog± mieæ wiêcej ni¿ jedn± dobr± odpowied¼. Przyk³adowo, je¶li dwie odpowiedzi przenios± studenta
  33
+do nastêpnej strony, to oznacza, ¿e obydwie odpowiedzi by³y poprawnymi odpowiedziami. W takim przypadku, mo¿na
  34
+te¿ wy¶wietliæ ró¿ne informacje zwrotne tym studentom. 
  35
+<li>We widoku nauczyciela (podgl±d widoku) poprawne odpowiedzi mog± byæ podkre¶lone.
  36
+<li>Aby przejsæ do <b>koñca lekcji</b> mo¿na albo klikn±æ na taki link albo przej¶æ do nastêpnej strony z ostatniej
  37
+(logicznej) strony lekcji. Kiedy student dojdzie do ostatniej strony, wy¶wietli mu siê ocena za lekcjê. Ocena jest
  38
+stosunkiem licby poprawnych odpowiedzi do liczby stron pomno¿onym przez ocenê za lekcjê.
  39
+<li>Je¶li student <i>nie</i> dojdzie do koñca lekcji, wówczas mo¿e one albo rozpocz±æ lekcjê w miejscu w którym
  40
+ostatnio skoñczy³ b±d¼ te¿ mo¿e rozpocz±æ naukê od pocz±tku. 
  41
+<li> Lekcja, która ma wybrany parametr pozwalaj±cy na powtarzanie, mo¿e byæ powtórzana w nieskoñczono¶æ a¿ do uzyskania
  42
+najlepszej oceny.
52 43
 </ol>
20  lang/pl/help/lesson/retake.html
... ...
@@ -1,16 +1,10 @@
1  
-<p align="center"><b>Allowing the Students to Re-take the Lesson</b></p>
  1
+<p align="center"><b>Powtórzenie lekcji</b></p>
2 2
 
3  
-<p>This setting determines whether the students can take the lesson more than once
4  
-    or only once. The teacher may decide that the lesson contains material which
5  
-    the students ought to know throughly. In which case repeated viewings of the 
6  
-    lesson should be allowed. If, however, the material is used more like an exam
7  
-    then the students should not be allowed to re-take the lesson.</p>
  3
+<p>Ten parametr determinuje czy student mo¿e powtórzyæ lekcje czy nie. 
  4
+Warto skorzystaæ z tej opcji, je¶li okre¶lona lekcja jest istotna dla ca³ego kursu.</p>
8 5
 
9  
-<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown 
10  
-    in the Grades page are the grades from their <b>best</b> attempts of the lesson. 
11  
-    However, the <b>Question Analysis</b> always uses the answers from the 
12  
-    first attempts of the lesson, subsequent attempts are ignored.</p>
  6
+<p>Wybór tego parametru powoduje, ¿e <b>oceny</b> wy¶wietlone na stronie ocen, bêd± najlepszymi
  7
+ocenami uzyskanymi ze wszystkich podej¶æ do danej lekcji. Jednak¿e, wybór opcji <b>Analiza pytañ</b> 
  8
+zawsze bierze pod uwagê tylko oceny za pierwsze podej¶cie do pytania.</p>
13 9
 
14  
-<p>By default this option is <b>Yes</b>, meaning that students are allowed to re-take
15  
-    the lesson. It is expected that only in exceptional circumstances will this
16  
-    option be set to <b>No</b>.
  10
+<p>Domy¶lnie parametr ten ustawiony jest na <b>Tak</b>.</p>
141  lang/pl/help/quiz/formatgift.html
... ...
@@ -1,141 +0,0 @@
1  
-<p align=center><b>Importowanie plików formatu "GIFT"</b></p>
2  
-
3  
-<p>GIFT jest najbardziej rozbudowanym formatem umo¿liwiaj±cym importowanie
4  
-pytañ do quizów Moodle'a z pliku tekstowego. Format ten umo¿liwia import testów wielokrotnego wyboru,
5  
-Prawda-Fa³sz, Krótka odpowied¼, pasuj±ce odpowiedzi i liczbowe odpowiedzi a tak¿e pytañ polegaj±cych na wstawieniu
6  
-brakuj±cego wyrazu. Ró¼ne typy pytañ mog± byæ pomieszane w jednym pliku tekstowym a format ten umo¿liwia 
7  
-komentowanie, nadawanie nazw pytaniom, odpowied¼ zwrotn± i procentowe oceny.</p>
8  
-
9  
-        <h3>TYPY PYTAÑ</h3>
10  
-
11  
-        <p><u>Multiple Choice:</u><br />
12  
-        For multiple choice questions, wrong answers are prefixed with a tilde (~) and the correct answer is prefixed with an equal sign (=).</p>
13  
-        <pre>     Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}</pre>
14  
-        <p>The <b>Missing Word</b> format automatically inserts a fill-in-the-blank line (like this _____) in the middle of the sentence. To use the Misssing Word format, place the answers where you want the line to appear in the sentence.</p>
15  
-        <pre>     Grant is {~buried =entombed ~living} in Grant's tomb.</pre>
16  
-        <p>If the answers come before the closing punctuation mark, a fill-in-the-blank line will be inserted for the &quot;missing word&quot; format. All question types can be written in the Missing Word format.</p>
17  
-        <p>There must be a blank line (double carriage return) seperating questions. For clarity, the answers can be written on seperate lines and even indented. For example:</p>
18  
-<pre>     The American holiday of Thanksgiving is celebrated on the {
19  
-         ~second
20  
-         ~third
21  
-         =fourth
22  
-     } Thursday of November.
23  
-     
24  
-     Japanese characters originally came from what country? {
25  
-         ~India
26  
-         =China
27  
-         ~Korea
28  
-         ~Egypt}</pre>
29  
-
30  
-        <p><u>Short Answer:</u><br /> Answers in Short Answer question-type are all prefixed by an equal sign (=), indicating that they are all correct answers .The answers must not contain a tilde.</p>
31  
-        <pre>     Who's buried in Grant's tomb?{=no one =nobody}
32  
-
33  
-     Two plus two equals {=four =4}.</pre>
34  
-        <p>If there is only <u>one</u> correct Short Answer, it may be written without the equal sign prefix, as long as it cannot be confused as True-False.
35  
-        <p><u>True-False:</u><br />
36  
-            In this question-type the answer indicates whether the statement is true or false. The answer should be written as {TRUE} or {FALSE}, or abbreviated to {T} or {F}.</p>
37  
-        <pre>     Grant is buried in Grant's tomb.{F}
38  
-
39  
-     The sun rises in the east.{T}</pre>
40  
-
41  
-        <p><u>Matching:</u><br />
42  
-        Matching pairs begin with an equal sign (=) and are seperated by this symbol "->". There must be at least three matching pairs.</p>
43  
-
44  
-<pre>     Matching Question. {
45  
-         =subquestion1 -> subanswer1
46  
-         =subquestion2 -> subanswer2
47  
-         =subquestion3 -> subanswer3
48  
-         }
49  
-     
50  
-     Match the following countries with their corresponding capitals. {
51  
-         =Canada -> Ottawa
52  
-         =Italy  -> Rome
53  
-         =Japan  -> Tokyo
54  
-         =India  -> New Delhi
55  
-         }</pre>
56  
-<p>Matching questions do not support feedback or percentage answer weights.</p>
57  
-        <p><u>Numerical:</u><br />
58  
-            The answer section for Numerical questions must start with a number sign (#). Numerical answers can include an error margin, which is written following the correct answer, seperated by a colon. So for example, if the correct answer is anything between 1.5 and 2.5, then it would be written as follows <u>{#2:0.5}</u>. This indicates that 2 with an error margin of 0.5 is correct (i.e., the span from 1.5 to 2.5). If no error margin is specified, it will be assumed to be zero.</p>
59  
-        <pre>     When was Ulysses S. Grant born? {#1822}
60  
-
61  
-     What is the value of pi (to 3 decimal places)? {#3.1415:0.0005}.</pre>
62  
-         <p>Optionally, numerical answers can be written as a span in the following format {#<i>MinimumValue</i>..<i>MaximumValue</i>}.</p>
63  
-        <pre>     What is the value of pi (to 3 decimal places)? {#3.141..3.142}.</pre>
64  
-        <p>Moodle's browser interface does not support multiple numerical answers, but Moodle's code can and so does GIFT. This can be used to specify numerical multiple spans, and can be particularly usefully when combined with percentage weight grades. If multiple answers are used, they must be seperated by an equal sign, like short answer questions.</p>
65  
-        <pre>     When was Ulysses S. Grant born? {#
66  
-         =1822:0
67  
-         =%50%1822:2}</pre>
68  
-        <p>Note that since Moodle's browser GUI doesn't support multiple answers for Numerical questions, there's no way to see them or edit them through Moodle. The only way to change a numerical answer beyond the first, is to delete the question and re-import it (or use something like phpMyAdmin).</p>
69  
-        <h3>OPTIONS</h3>
70  
-        <p>In addition to these basic question types, this filter offers the following options: line comments, question name, feedback and percentage answer weight.</p>
71  
-        <p><u>Line Comments:</u><br />
72  
-        Comments that will not be imported into Moodle can be included in the text file. This can be used to provide headers or more information about the questions. All lines that start with a double backslash (not counting tabs or spaces) will be ignored by the filter.
73  
-<pre>     // Subheading: Numerical questions below
74  
-     What's 2 plus 2? {#4}</pre>
75  
-        <p><u>Question Name:</u><br /> A question name can be specified by placing it first and enclosing it 
76  
-within double colons.</p>
77  
-<pre>     ::Kanji Origins::Japanese characters originally
78  
-     came from what country? {=China}
79  
-
80  
-     ::Thanksgiving Date::The American holiday of Thanksgiving is 
81  
-     celebrated on the {~second ~third =fourth} Thursday of November.</pre>
82  
-        <p>If no question name is specified, the entire question will be used as the name by default.</p>
83  
-<p><u>Feedback:</u><br /> Feedback can be included for each answer by following the answer with a number sign (# also known as a hash mark) and the feedback.</p>
84  
-<pre>     What's the answer to this multiple-choice question?{
85  
-     ~wrong answer#feedback comment on the wrong answer
86  
-     ~another wrong answer#feedback comment on this wrong answer
87  
-     =right answer#Very good!}
88  
-     
89  
-     Who's buried in Grant's tomb?{
90  
-     =no one#excellent answer!
91  
-     =nobody#excellent answer!}
92  
-     
93  
-     Grant is buried in Grant's tomb.{FALSE#No one is buried in Grant's tomb.}</pre>
94  
-
95  
-<p>For Multiple Choice questions, feedback is displayed only for the answer the student selected. For short answer, feedback is shown only when students input the corresponding correct answer. For true-false questions, the imported feedback is saved so that it will display if the student marked the question incorrectly. So, in the last example above, the student would see the feedback only if they selected TRUE as their answer.</p>
96  
-
97  
-<p><u>Percentage Answer Weights:</u><br />
98  
-Percentage answer weights are available for both Multiple Choice and Short Answer questions. Percentage answer weights can be included by following the tilde (for Multiple Choice) or equal sign (for Short Answer) with the desired percent enclosed 
99  
-within percent signs (e.g., %50%). This option can be combined with feedback comments.</p>
100  
-<pre>     Difficult question.{~wrong answer ~%50%half credit answer =full credit answer}
101  
-          
102  
-     ::Jesus' hometown::Jesus Christ was from {
103  
-     ~Jerusalem#This was an important city, but the wrong answer.
104  
-     ~%25%Bethlehem#He was born here, but not raised here.
105  
-     ~%50%Galilee#You need to be more specific.
106  
-     =Nazareth#Yes! That's right!}.
107  
-     
108  
-     ::Jesus' hometown:: Jesus Christ was from {
109  
-     =Nazareth#Yes! That's right!
110  
-     =%75%Nazereth#Right, but misspelled.
111  
-     =%25%Bethlehem#He was born here, but not raised here.}</pre>
112  
-<p>Note that the last two examples are essentially the same question, first as multiple choice and then as short answer.</p>
113  
-
114  
-<p><font size="-1">Note that it is possible to specify percentage answer weights that are NOT available through the browser interface. Such answer-weights will calculate correctly (according to the value assigned when imported), and will appear normal to students taking the test. But such answer-weights will not display correctly to teachers when editing them through Moodle's Edit Question interface. The pull-down menu only allows certain fixed values, and if the answer-weight does not exactly match one of those predetermined values, then it will not display correctly. If you edit such a question through the browser interface, the answer weight will change to that displayed.</font></p>
115  
-
116  
-<p><u>Multiple Answers:</u><br />
117  
-The Multiple Answers option is used for multiple choice questions when two or more answers must be selected in order to obtain full credit. The multiple answers option is enabled by assigning partial answer weight to multiple answers, while allowing no single answer to receive full credit.</p>
118  
-<pre>     What two people are entombed in Grant's tomb? {
119  
-          ~No one
120  
-          ~%50%Grant
121  
-          ~%50%Grant's wife
122  
-          ~Grant's father }</pre>
123  
-<p>Note that there is no equal sign (=) in any answer, and the answers should total no more than 100% or Moodle will return an error. To avoid the problem of students automatically getting 100% by simply checking all of the answers, it is best to include negative answer weights for wrong answers.</p>
124  
-<pre>     What two people are entombed in Grant's tomb? {
125  
-          ~%-50%No one
126  
-          ~%50%Grant
127  
-          ~%50%Grant's wife
128  
-          ~%-50%Grant's father }</pre>
129  
-
130  
-        <p><u>Other Options:</u><br />
131  
-        Other options are avalable through editing the import filter <b>gift/format.php</b>. </p>
132  
-<p>Short Answer questions can be made case sensitive by changing &quot;0&quot; to &quot;1&quot; in the following line:<br />
133  
-        <tt>$question-&gt;usecase = 0;  // Ignore case</tt></p>
134  
-<p></p>
135  
-<h3>TROUBLESHOOTING</h3>
136  
-<p>The text encoding of your text file must be the same as your Moodle installation. </p>
137  
-<p>An example questions text file can be found here: <a href="../../../../mod/quiz/format/gift/examples.txt">gift/examples.txt</a>.</p>
138  
-<p></p>
139  
-<h3>CREDITS</h3>
140  
-<p>This filter was written through the collaboration of numerous members of the Moodle community. It was originally based on the missingword format, which included code from Martin Dougiamas, Thomas Robb and others. Paul Tsuchido Shew wrote this filter in December 2003 incorporating community suggestions for a more robust question format. The name was conceived as an acronym for  &quot;General Import Format Technology&quot; or something like that, but it's too long for a simple filter like this, so it just GIFT.</p>
141  
-        <p><font size="-1">GIFT documentation by Paul Tsuchido Shew, 13 Jan 2004.</font></p>
25  lang/pl/help/workshop/analysisofassessments.html
... ...
@@ -1,25 +0,0 @@
1  
-<P ALIGN=CENTER><B>Analysis of Assessments</B></P>
2  
-
3  
-<P>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These &quot;good&quot; assesments are then used in the calculation of the final grade.
4  
-</p>
5  
-
6  
-<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
7  
-</p>
8  
-
9  
-<p>The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.
10  
-</p>
11  
-
12  
-<ol><li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the &quot;Error Table&quot;. If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
13  
-
14  
-<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's &quot;Grading Performance&quot;. It is the proportion of &quot;good&quot;assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
15  
-<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways. 
16  
-<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
17  
-<li>Alternatively the number of assessments to drop might be set such that the remaining &quot;good&quot; assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit. 
18  
-</ul>
19  
-</ol>
20  
-<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated. 
21  
-</p>
22  
-<p>There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are <b>not</b> dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments.
23  
-</p>
24  
-<p>Note that this analysis does take a long time as it involves an iterative process. Lengthy delays are to be expected.
25  
-</p>
27  lang/pl/lesson.php
@@ -2,14 +2,18 @@
2 2
       // lesson.php - created with Moodle 1.2 Beta (2004022400)
3 3
 
4 4
 
  5
+$string['actionaftercorrectanswer'] = 'Reakcja po poprawnej odpowiedzi';
5 6
 $string['addanewpage'] = 'Dodaj now± stronê';
6 7
 $string['addpagehere'] = 'Wstaw tutaj now± stronê';
7 8
 $string['answer'] = 'Odpowied¼';
  9
+$string['answersfornumerical'] = 'Odpowiedzi dla numerycznych pytañ powinny odpowiadaæ warto¶ciom Minimum i Maximum';
8 10
 $string['attempt'] = 'Próba: $a';
9 11
 $string['attempts'] = 'Próby';
10 12
 $string['available'] = 'Dostêpne od';
11  
-$string['canretake'] = 'Ponowne przegl±danie lekcji';
  13
+$string['canretake'] = 'Powtórzenie lekcji';
  14
+$string['casesensitive'] = 'Zale¿ne od wielko¶ci liter';
12 15
 $string['checknavigation'] = 'Sprawd¼ nawigacjê';
  16
+$string['checkquestion'] = 'Sprawd¼ pytanie';
13 17
 $string['confirmdeletionofthispage'] = 'Potwierd¼ usuniêcie tej strony';
14 18
 $string['congratulations'] = 'Gratualcje - koniec lekcji';
15 19
 $string['continue'] = 'Kontynuuj';
@@ -17,27 +21,48 @@
17 21
 $string['deletingpage'] = 'Usuwanie strony: $a';
18 22
 $string['displayofgrade'] = 'Wy¶wietl ocenê studentowi';
19 23
 $string['endoflesson'] = 'Koniec lekcji';
  24
+$string['fileformat'] = 'Format pliku';
  25
+$string['firstanswershould'] = 'Pierwsza odpowied¼ powinna przenie¶æ do &quot;odpowiedniej&quot strony';
20 26
 $string['gradeis'] = 'Ocena: $a';
  27
+$string['importquestions'] = 'Zaimportuj pytania';
21 28
 $string['jumpto'] = 'Przejd¼ do';
22 29
 $string['maximumnumberofanswers'] = 'Maksymalna liczba odpowiedzi';
  30
+$string['maximumnumberofattempts'] = 'Maksymalna liczba prób';
23 31
 $string['modulename'] = 'Lekcja';
24 32
 $string['modulenameplural'] = 'Lekcje';
  33
+$string['morethanoneanswer'] = 'Wiêcej ni¿ jedna odpowied¼';
25 34
 $string['movepagehere'] = 'Przesuñ stronê tutaj';
26 35
 $string['moving'] = 'Przesuwanie strony: $a';
  36
+$string['movingtonextpage'] = 'Do nastêpnej strony';
  37
+$string['multipleanswer'] = 'Wielokrotne odpowiedzi';
27 38
 $string['nextpage'] = 'Nastêpna strona';
28 39
 $string['noanswer'] = 'Brak odpowiedzi';
29 40
 $string['noattemptrecordsfound'] = 'Brak prób: nie przyznano oceny';
  41
+$string['normal'] = 'Normalnie - id¼ zgodnie z trybem lekcji';
30 42
 $string['numberofcorrectanswers'] = 'Ilo¶æ poprawnych odpowiedzi: $a';
  43
+$string['numberofcorrectmatches'] = 'Ilo¶æ poprawnych po³±czeñ: $a';
  44
+$string['numberofpagestoshow'] = 'Ilo¶æ stron (kart) do wy¶wietlenia';
31 45
 $string['numberofpagesviewed'] = 'Ilo¶æ obejrzanych strony: $a';
  46
+$string['ordered'] = 'Pouk³adane';
32 47
 $string['outof'] = 'Z $a';
33 48
 $string['page'] = 'Strona: $a';
34 49
 $string['pagecontents'] = 'Spis tre¶ci';
35 50
 $string['pagetitle'] = 'Tytu³ strony';
36 51
 $string['pleasecheckoneanswer'] = 'Proszê sprawd¼ jedn± odpowied¼';
  52
+$string['pleasecheckoneormoreanswers'] = 'Sprawd¼ jedn± lub wiêcej odpowiedzi';
  53
+$string['pleaseenteryouranswerinthebox'] = 'Proszê wpisz swoj± odpowied¼';
  54
+$string['pleasematchtheabovepairs'] = 'Po³±cz powy¿sze pary';
  55
+$string['questiontype'] = 'Typ pytania';
37 56
 $string['response'] = 'Informacja zwrotna';
38 57
 $string['sanitycheckfailed'] = 'Ta próba zosta³a usuniêta!';
39 58
 $string['savepage'] = 'Zapisz stronê';
  59
+$string['showanunansweredpage'] = 'Umo¿liw wielokrotne przegl±danie stron z b³êdn± odpowiedzi±';
  60
+$string['showanunseenpage'] = 'Nigdy nie pokazuj tej samej strony dwukrotnie';
  61
+$string['singleanswer'] = 'Pojedyncza odpowied¼';
  62
+$string['thatsthecorrectanswer'] = 'To jest poprawna odpowied¼';
  63
+$string['thatsthewronganswer'] = 'To jest b³êdna odpowied¼';
40 64
 $string['thispage'] = 'Ta strona';
41 65
 $string['youhaveseen'] = 'Widzia³e¶ ju¿ wiêcej ni¿ jedn± stronê tej lekcji. <br/> Czy chcia³by¶ zacz±æ od ostatniej strony, któr± przegl±da³e¶?';
  66
+$string['youranswer'] = 'Twoja odpowied¼';
42 67
 
43 68
 ?>
3  lang/pl/moodle.php
@@ -16,6 +16,9 @@
16 16
 $string['addadmin'] = 'Dodaj administratora';
17 17
 $string['addcreator'] = 'Dodaj autora kursu';
18 18
 $string['added'] = 'Dodano $a';
  19
+$string['addedtogroup'] = 'Dodano do grupy $a';
  20
+$string['addedtogroupnot'] = 'Nie dodano do grupy $a';
  21
+$string['addedtogroupnotenrolled'] = 'Nie dodano do grupy $a poniewa¿ dana osoba nie jest zapisana na ten kurs';
19 22
 $string['addinganew'] = 'Dodawanie nowego $a';
20 23
 $string['addinganewto'] = '$a->what na $a->to';
21 24
 $string['addingdatatoexisting'] = 'Dodawanie daty do istniej±cej';

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