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Tidy up of help files, new version of Managing.html, minor changes for

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  1. +2 2 lang/en/help/workshop/agreeassessments.html
  2. +0 25 lang/en/help/workshop/analysisofassessments.html
  3. +12 11 lang/en/help/workshop/assessmentofexamples.html
  4. +0 23 lang/en/help/workshop/breakdownoffinalgrade.html
  5. +0 54 lang/en/help/workshop/calculatingfinalgrade.html
  6. +0 14 lang/en/help/workshop/graded.html
  7. +6 0 lang/en/help/workshop/gradingstrategy.html
  8. +13 9 lang/en/help/workshop/gradingsubmissions.html
  9. +0 10 lang/en/help/workshop/includeteachersgrade.html
  10. +4 9 lang/en/help/workshop/leaguetable.html
  11. +97 0 lang/en/help/workshop/managing2.html
  12. +5 9 lang/en/help/workshop/nassessmentsofstudentsubmissions.html
  13. +1 5 lang/en/help/workshop/nassessmentsofteachersexamples.html
  14. +3 3 lang/en/help/workshop/nelements.html
  15. +0 30 lang/en/help/workshop/numberofassessors.html
  16. +1 1  lang/en/help/workshop/overallocation.html
  17. +2 4 lang/en/help/workshop/resubmit.html
  18. +1 2  lang/en/help/workshop/selfassessment.html
  19. +2 2 lang/en/help/workshop/showinggrades.html
  20. +13 10 lang/en/help/workshop/submissionofexamples.html
  21. +0 13 lang/en/help/workshop/teachersgradings.html
  22. +0 11 lang/en/help/workshop/ungradedassessments_student.html
  23. +0 18 lang/en/help/workshop/ungradedassessments_teacher.html
4 lang/en/help/workshop/agreeassessments.html
@@ -7,7 +7,7 @@
7 7 assessments made by other students there is no feedback
8 8 from the students who submitted the work to the students who made
9 9 the assessment. There may be feedback from the teacher if the teacher
10   - choses to grade the student assessments and then the teacher's grades and
  10 + chooses to grade the student assessments and then the teacher's grades and
11 11 comments will be available to both the student whose work it is and
12 12 to the student who made the assessment. There will be, however,
13 13 be only one way feedback between peers on any one piece of work.
@@ -22,7 +22,7 @@
22 22 opportunity to revise it. The revise/disagree loop can continue until
23 23 either agreement is reached or the deadline is reached. An assessment
24 24 which is still in "dispute" when the deadline is reached
25   - is not used in the final calculations. This gives two way feedback
  25 + is not used in the final grades. This gives two way feedback
26 26 between peers on each piece of work.
27 27 </OL>
28 28 <P>If the second method of working is chosen there is the option of switching off the display
25 lang/en/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>
23 lang/en/help/workshop/assessmentofexamples.html
... ... @@ -1,13 +1,14 @@
1 1 <P ALIGN=CENTER><B>Assessment of Teacher's Examples</B></P>
2 2
3   -<P>After the teacher has submitted the examples it is useful from the
4   - teacher's point of view to assess these examples, if only partially.
5   - These assessments are private to the teacher, they are NOT shown
6   - to the students at any stage during the assignment. They are,
7   - however, useful when the teacher looks at the student assessments
8   - of the examples. When grading a student assessment, the teacher
9   - sees their own assessment at the top of the page and the
10   - student's assessment of the same piece of work at the bottom of
11   - the page. The &quot;extra&quot; assessment acts as a reference
12   - source and a reminder of the salient points held in the example.
13   -</P>
  3 +<P>After the teacher has submitted the examples it is important that the
  4 + teacher assess these examples.</p>
  5 +
  6 +<p>These assessments are private to the teacher, they are NOT shown
  7 + to the students at any stage during the assignment. However, they are,
  8 + used internally as reference assessments against which the student assessments
  9 + are compared. The closer a student's assessment matches the teacher assessment
  10 + the higher is their &quot;Grading grade&quot;. The teacher has a degree of
  11 + control on how the agreement is translated into grades. This the
  12 + &quot;Comparison of Assessments&quot; option in the workshop. This option
  13 + can be changed at any time and the comparisons re-calculated.</P>
  14 +
23 lang/en/help/workshop/breakdownoffinalgrade.html
... ... @@ -1,23 +0,0 @@
1   -<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>
2   -
3   -<P>The table on this screen shows your final grade and how it was calculated.
4   - The final grade is made up from three possible components.
5   -
6   -<OL>
7   -<LI>The teacher's grade for your submitted work.
8   -<LI>The average of the peer grades for your submitted work.
9   -<LI>A grade for your performance in the peer grading phase. This
10   - performance was based by (a) whether your grades were too high or too low
11   - when compared with the average grade of the other students (this is called bias),
12   - (b) whether your grades follow, again on average, the grades given by
13   - the other students (this is called reliability)
14   - and (c) on the quality of your comments on the other pieces of work you graded.
15   - This was graded by the teacher. These three performance grades were weighted
16   - by the factors 1:2:3 respectively to give an overall &quot;grading&quot;
17   - grade. In other words the teacher's grading of the comments is given the
18   - same weight as the Bias and Reliability factors combined.
19   -</OL>
20   -
21   -<P>These three components can be weighted as deemed appropriate for the
22   - assignment. These weights are shown in the smaller table.
23   -</P>
54 lang/en/help/workshop/calculatingfinalgrade.html
... ... @@ -1,54 +0,0 @@
1   -<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
2   -
3   -<P>The table on this screen shows how the the final grades for the students
4   - are calculated. The final grades are a weighted sum of up to five components.
5   -
6   -<OL>
7   -<LI>The teacher's grade for their submitted work. This is optional and will be
8   - used if the teacher actually assesses the student's work. If the student submits
9   - more than one peice of work the &quot;best&quot; grade is used. Here, best
10   - means the piece of work with the highest weighted combination of teacher's
11   - grade and peer grade...
12   -<LI>The average of the peer grades for their submitted work. Again if the student
13   - submits more than one peice of work the &quot;best&quot; grade is used. The
14   - peer grade can optionally
15   - include the teacher's grade. This grade would be included if the number of
16   - peer gradings is very low or it is thought that the peer gradings are suspect
17   - either because of bias (usually on the high side) or for not being reliable.
18   - If included the teacher's grade is treated in the same way as a peer grade in
19   - the calculation of the average.
20   -<LI>The student's bias in grading peer work. This is measure of whether the
21   - student grades work either too high or too low. It is not an absolute measure
22   - as it is based on the difference between the student's grade and the peer
23   - averages for each of the submissions they assessed. In general this component
24   - should NOT be given a high weighting.
25   -<LI>The student's reliability in grading peer work. This is a measure on how well
26   - a students grades follow the peer average for the peices of work they
27   - assessed. The measure discounts the student bias and averages the absolute
28   - differences between their grades and the peer average grades. In theory if
29   - the students gives high marks for good peices of work and low marks for poor
30   - pieces of work their reliability will be high. If it is suspected that the students in
31   - general are poor assessors then the teacher's grades should be included into
32   - the ppeer averages, this should make the reliability values more meaningful.
33   -<LI>The average grade given by the teacher for the student's assessments.
34   - This includes both the preliminary assessments made by the student on the
35   - example pieces of work and any grading the teacher makes on the asessments
36   - produced during the peer assessement phase of the assignment. In general this
37   - component is probably more important than both the Bias and Reliability
38   - components and thus, if available, should be weighted higher.
39   -</OL>
40   -
41   -<P>These five components can be weighted as deemed appropriate for the
42   - assignment. For example the teacher's grade might be weighted strongly
43   - if the peer grading part of the assignment is only considered a minor part
44   - of the assignment as a whole. Alternatively, if the teacher only grades a few
45   - of the submissions these grades can be ignored by giving them a zero weighting.
46   - If the assignment is all about the students as judges and the providing of feedback
47   - then first two components may be set to zero (or low) and the students'
48   - grading abilities will determine the final grades.
49   -
50   -<P>Note that this screen is used iteratively and the final grades are not normally
51   - made available to the students until the final phase of the assignment. Once the
52   - the teacher is happy with the final grades and their weightings then they can
53   - be made available to the students.
54   -</P>
14 lang/en/help/workshop/graded.html
... ... @@ -1,14 +0,0 @@
1   -<P ALIGN=CENTER><B>A Graded Peer Assignment</B></P>
2   -
3   -<P>This shows the grades and comments made on the submitted piece of
4   - work. You can if you wish reply to this assessment and choose not to
5   - accept it (at this stage). If that is the case, please enter your reply in the
6   - box at the foot of the page giving the reason why you are not happy with
7   - the assessment. Then click on the button at the foot of the page and
8   - choose NO when asked whether you are happy with this assessment.
9   -
10   -<P>If, on the other hand. you are happy with the assessment simply
11   - click on the button at the foot of the page and then click on YES when
12   - asked whether you are happy with this assessment.
13   -
14   -</P>
6 lang/en/help/workshop/gradingstrategy.html
@@ -68,6 +68,12 @@
68 68 must then choose one of the five statements for each of their assessments. As with
69 69 the Banded assignment the assessor can adjust the suggested grade by up to
70 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.
71 77 </OL>
72 78
73 79 </P>
22 lang/en/help/workshop/gradingsubmissions.html
... ... @@ -1,12 +1,16 @@
1 1 <P ALIGN=CENTER><B>Grading of Student Submissions</B></P>
2 2
3   -<P>In general the teacher will want to assess the work submitted by the
4   - students. The assessments are shown to the students and should provide
5   - feedback on their work.</P>
6   -<P>The grades from these assessments can be used
7   - in two ways in the final grade calculation. Firstly, the grade itself can be
8   - used as a (weighted) component in the final grade. Secondly, these
9   - grades can optionally be added into the pool of peer assessments and
10   - used as a &quot;calming factor&quot; if it felt that the student
11   - assessments are too high or too low.
  3 +<P>In general, it is recommended that the teacher assesses a fair proportion of
  4 + the work submitted by the students. The assessments are shown to the
  5 + students and will provide important feedback on their work.</P>
  6 +
  7 +<P>The assessments from the teacher are used in two ways in the workshop
  8 + module. Firstly, they are used in the calculations to determine
  9 + the &quot;grading grades&quot;, the grades given the student assessments.
  10 + Secondly they are used in the calculation of the submission grades. These
  11 + assessments can be given extra weight (the &quot;Weight of Teacher
  12 + Assessments&quot; option), this weighting effects both the grading grade
  13 + and the submission grade calculations. If it felt that the student
  14 + assessments are too high (or too low), increasing this weighting factor
  15 + should be considered as that will help stablise the grades to a degree.
12 16 </P>
10 lang/en/help/workshop/includeteachersgrade.html
... ... @@ -1,10 +0,0 @@
1   -<P ALIGN=CENTER><B>Include Teacher's Grade</B></P>
2   -
3   -<p>This option allows the teacher's assessments of the submissions to be included
4   - as though they were peer assessments. If this option is set to YES then the teacher's
5   - assessments are in effect counted twice, firstly as the normal teacher's
6   - assessment and secondly by including them in the pool of peer assessments.
7   - The teacher might want to do this if (a) the number of peer assessments of
8   - each submission is low or (b) to try to stablise the peer assessments when
9   - they appear to be either biased or unreliable.</p>
10   -
13 lang/en/help/workshop/leaguetable.html
... ... @@ -1,13 +1,8 @@
1 1 <P ALIGN=CENTER><B>The League Table of Submissions</B></P>
2 2
3 3 <p>The League Table lists the best submissions produced in the assignment. The number
4   - of entries can set to Zero, a number between 1 and 20, 50 or &quot;All&quot;. If set to
5   - Zero then the League Table is <b>not</b> displayed. If it is set to a number between
6   - 1 and 20 or 50 then that number of submissions are shown, for example, setting
7   - the number to 10 shows the top ten submissions. Setting the number to
8   - &quot;All&quot; gives a table that lists all the submissions.</p>
  4 + of entries can set to zero, a number between 1 and 20, 50 or 100. If set to
  5 + zero then the League Table is <b>not</b> displayed. If it is set to a number between
  6 + 1 and 20, 50 or 100 then that number of submissions are shown, for example, setting
  7 + the number to 10 shows the top ten submissions. </p>
9 8
10   -<p>The second option contols whether the names of the students are included
11   - in the Table or not. This option controls the students' view of the Table, the teacher
12   - always sees the names of the students.</p>
13   -
97 lang/en/help/workshop/managing2.html
... ... @@ -0,0 +1,97 @@
  1 +<P ALIGN=CENTER><B>Managing a Workshop Assignment</B></P>
  2 +
  3 +<p>A Workshop Assignment is more complex than an ordinary assignment.
  4 + It involves a number of steps or phases. These are</p>
  5 +
  6 +<ol>
  7 +<li><p><b>Set Up Assignment</b> The assessment of the assignment
  8 + should be broken into a number of assessment ELEMENTS. This makes
  9 + the grading of an assignment less arbitary and gives the students a
  10 + framework on which to make assessments. The teacher has the role of
  11 + setting up the assessment elements thus making a grading sheet. (See
  12 + that page for more details.)</p>
  13 +
  14 + <p>With the assessment elements set up the teacher will normally submit a
  15 + small number of example pieces of work. These are practice pieces for the
  16 + students to assess before preparing their own pieces of work. However,
  17 + before the assignment is made available to students, these example
  18 + pieces should be assessed by the teacher. This provides the teacher
  19 + with specimen &quot;answers&quot; when reviewing the students' assessments
  20 + of those examples (produced in the next phase).</p>
  21 +
  22 + <p>The submission of example pieces of work by the teacher is optional
  23 + and for certain assignments may not be appropriate.</p>
  24 +
  25 +<li><p><b>Allow Student Submissions</b> The assignment is now opened
  26 + to the students. If the teacher has set up example pieces of work, the students
  27 + are required to assess a specified number of these. (The number of
  28 + assessments is given when the assignment is created.) Once a student has
  29 + made the required number of assessments they can then submit their own
  30 + work. In the case of an assignment with no examples, the students are free
  31 + to submit their own work without any delay.</p>
  32 +
  33 +<p>The advantage of leaving the assignment in the Submission phase is to allow
  34 + a build up of submissions. When they are subsequently allocated, in the next
  35 + two phases, there is better distribution of work. If the assignment is put
  36 + straight into the &quot;Allow Submissions and Assessments&quot; phase from
  37 + the &quot;Set Up&quot; phase (which is allowed) students who submit early
  38 + will tend to have early submissions to assess and those students who submit
  39 + late will tend to have late submissions to assess. Adding a &quot;delay&quot;
  40 + before peer assessment starts will eleviate that problem to a large extent.
  41 +
  42 + <p>When a student submits a piece of work the teacher can, if desired, assess that
  43 + work. This assessment can be incorporated into the student's final grade. These
  44 + assessments can take place in the submission and assessment phases of the
  45 + assignment.</p>
  46 +
  47 +<li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
  48 + peer assessment, students who have submitted work are now shown other students'
  49 + work to assess. Students who have not yet submitted work are allowed to submit
  50 + their work (but they are <b>not</b> shown other students' work to access).
  51 + In this phase, submissions, re-submissions and assessments of submissions
  52 + and re-submissions are allowed to take place together. </p>
  53 +
  54 + <p>The teacher may want to split the submission of work and its peer assessment
  55 + into two distinct phases, waiting for all students to submit their work before
  56 + going into the peer assessment phase. In that case this phase is not used at all,
  57 + the assignment goes from &quot;Allow Submissions&quot; straight to &quot;Allow
  58 + Assessments&quot;. This allows the teacher to place a deadline on submissions,
  59 + the assignment is moved into the &quot;Allow Assessments&quot; phase at that
  60 + deadline.</p>
  61 +
  62 +<p>If the teacher, on the other hand, does not want such as clear cut division in
  63 + the assignment, then the assignment uses this phase. When allowing submissions
  64 + and assessments to occur together, the teacher should consider setting the
  65 + Over Allocation Level to ONE (or possibly TWO) to allow the allocations
  66 + to go smoothly (see the help page on that option for more details). Note
  67 + that doing this will result in <b>some</b> submissions being (peer) assessed more
  68 + times and some less times than the majority of the submissions.</p>
  69 +
  70 + <p>When a student has made an assessment their peer can see that assessment. The
  71 + student who submitted the work can comment on the assessment if that option
  72 + was chosen for the assignment. </p>
  73 +
  74 +<li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
  75 + students are not allowed to make any submissions, that includes re-submissions.
  76 + Students who have not made a submission are told that submissions are no longer
  77 + allowed and they are <b>not</b> shown any (peer) submissions to assess.</p>
  78 +
  79 +<li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
  80 + to allow the students to see their final grades in detail. The individual
  81 + assessments which contribute to the final grade of each submission can be
  82 + easily reviewed.</p>
  83 +
  84 +<p>The students (and the teacher) are shown an optional &quot;League Table&quot;
  85 + of the student submissions. These are listed in order of grade, the top submission
  86 + is first.</p>
  87 +</ol>
  88 +
  89 +<p>At any phase of the assignment the teacher can open the
  90 + &quot;Administration&quot; page. This shows the current state of the
  91 + assignment. It lists the Teacher's example submissions (if any), the
  92 + students' assessments (of the teacher's examples, their own work, and of
  93 + other students' submissions), and the submissions of the students. The
  94 + teacher can use this page to assess and re-assess submissions, delete
  95 + submissions and assessments, and generally watch the progress of the
  96 + assignment.</p>
  97 +
14 lang/en/help/workshop/nassessmentsofstudentsubmissions.html
... ... @@ -1,13 +1,9 @@
1 1 <P ALIGN=CENTER><B>Number of Assessments of Student submissions</B></P>
2 2
3   -<P>This number determines whether the students are asked to peer assess
4   - other students' work. If it is
5   - not zero then each student is offered that number of pieces
6   - of work from other students. After assessment the originator of the work
7   - can view the comments and possibly the grade given by their peer.
  3 +<P>This number determines whether the students are asked to peer assess other
  4 + students' work. If it is not zero then each student is offered that number
  5 + of pieces of work from other students. After assessment the originator of
  6 + the work can view the comments and possibly the grade given by their peer.
8 7 (The peer assessment process may be iterative depending on the setting of
9   - &quot;Agree Assessments&quot; option.) The teacher can also,
10   - if desired, grade these assessments and those grades can be used in the calculation of
11   - the final marks. The student is shown the teacher's comments and grade
12   - for each of their assessments if available.
  8 + &quot;Agree Assessments&quot; option.)
13 9 </P>
6 lang/en/help/workshop/nassessmentsofteachersexamples.html
@@ -4,9 +4,5 @@
4 4 any example pieces of work before submitting their own work. If it is
5 5 non-zero then each student must assess that number of example pieces
6 6 of work. They cannot submit their own work until these assessments
7   - have been made. The teacher can, if wished, grade these assessments
8   - and use those grades in the students' final grade. Any comments from
9   - the teacher on these assessments are made available to the student but
10   - the teacher's &quot;grading grades&quot; are not shown to the student
11   - until after the deadline for submissions has passed.
  7 + have been made.
12 8 </P>
6 lang/en/help/workshop/nelements.html
... ... @@ -1,9 +1,9 @@
1   -<P ALIGN=CENTER><B>Number of Comments, Elements, Bands or Criteria</B></P>
  1 +<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
2 2
3 3 <P>The number entered here determines how many items will be used in
4 4 the assessments. Depending on the type of grading strategy, this number
5   - gives the number of comments, assessments elements, bands or criteria
6   - to be used in the assessments. Typically an assignment will have
  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 7 something between 5 to 15 assessment items, the
8 8 actual number depending on the size and complexity of the assignment.
9 9
30 lang/en/help/workshop/numberofassessors.html
... ... @@ -1,30 +0,0 @@
1   -<P ALIGN=CENTER><B>Number of Peer Assessors</B></P>
2   -
3   -<P>A peer graded assignment will normally have around 3 to 8 peer
4   - assessors. That is, in the peer grading phase, each student will be
5   - asked to grade this number of pieces of work from the other students
6   - in the class. The larger the assignment is, in terms of content, the
7   - smaller this number should be, else the grading burden on the
8   - students becomes onerous. However, each student should see sufficient
9   - examples to gain an insight into what constitutes a good piece of work
10   - and a poor piece of work. Further for the grading performance of a
11   - student to be assessed meaningfully the greater the number of peer
12   - gradings the better. This performance is unlikely to be valid if only three
13   - or four gradings are done by each student.
14   -
15   -<P>Provided there is enough pieces of work submitted (actually 10 or
16   - more), the system will allocate each student at least one &quot;good&quot; and
17   - at least one &quot;poor&quot; piece of work. However, this can only be done if the
18   - teacher has graded the pieces of work BEORE the allocation of (peer) grading
19   - work is done. The teacher does NOT, however, have to grade all the
20   - pieces of work, a sample is sufficient. Further, the teacher's gradings need
21   - NOT be the final gradings, a preliminary grading is good enough. Note,
22   - however, that if the option to show teacher's gradings is turned on,
23   - these gradings will be shown to the students at the end of the submission
24   - phase.
25   -
26   -<P>The number of peer assesors can be zero. In which case the assignment
27   - becomes either a self-graded assignment if that option is turned on, or
28   - a normal teacher-graded assignment.
29   -
30   -</P>
2  lang/en/help/workshop/overallocation.html
@@ -19,7 +19,7 @@
19 19 when the level is set to TWO.</p>
20 20
21 21 <p>So in a Workshop assignment where the number of peer assessments is
22   -set to 5, if there are no problems if some of the submissions will be (peer)
  22 +set to 5, and there is no concerns that some of the submissions will be (peer)
23 23 assessed 4 times, some 5 times and others 6 times, then the assignment
24 24 will &quot;flow&quot; smoother and the the students will not have to wait so
25 25 long (if at all) for others to submit work if the Over Allocation Level is
6 lang/en/help/workshop/resubmit.html
@@ -12,8 +12,6 @@
12 12 they are all equally likely to be assessed. The assignment does NOT give priority to the newest
13 13 submission.
14 14
15   -<P>When the student's final grade is calculated the submission with the highest grade is used. Here
16   - highest grade means the weighted combination of the teacher's grade and the peer grade if
17   - both are available.
18   -
  15 +<P>The student's final grade is based on their overall &quot;grading grade&quot;
  16 + and the submission with the highest grade.
19 17 </P>
3  lang/en/help/workshop/selfassessment.html
@@ -6,7 +6,6 @@
6 6 each student will be asked to assess 6 pieces of work, one of them being their own work.
7 7
8 8 <P>If the number of student pieces of work is set to zero and the self assessment option
9   - is turned on then the assignment becomes a self-graded assignment. This
10   - may or may not include the teacher's grading depending on the teacher's decision.
  9 + is turned on then the assignment becomes a self-graded assignment.
11 10
12 11 </P>
4 lang/en/help/workshop/showinggrades.html
... ... @@ -1,7 +1,7 @@
1 1 <P ALIGN=CENTER><B>Hiding the Display of Grades</B></P>
2 2
3 3 <P>This option can be used in a workshop assignment where there
4   - must be agreement between the students on each assessment .
  4 + must be agreement between the students on each assessment.
5 5 The default value is to show the student whose work is being
6 6 assessed both the comments and the grades in the peer assessments. This
7 7 may lead to more disputes than when the option is turned on and the
@@ -10,6 +10,6 @@
10 10 <P>If the option is taken to hide grades in the peer assessments the
11 11 grades are revealed once agreement has been reached. This agreement
12 12 will, of course, have been made only on the comments. If these comments
13   - do not reasonably match the grades then the student whose work is being
  13 + do not reasonably match the grades then the student whose work is being
14 14 assessed may well appeal to the teacher.
15 15 </P>
23 lang/en/help/workshop/submissionofexamples.html
@@ -15,14 +15,17 @@
15 15 in the corresponding parameter of the assignment, the students
16 16 are given just those examples to assess.</P>
17 17
18   -<P>After the teacher has submitted the examples it is useful for the
19   - teacher to assess these examples, if only partially. These assessments
20   - are private to the teacher, they are NOT show to the students at any
21   - stage during the assignment. They are, however, shown to the teacher
22   - when the teacher looks at the student assessments of the examples.
23   - When grading the student assessment the teacher sees their own
24   - assessment at the top of the screen and the student's assessment
25   - of the same piece of work at the bottom. The &quot;extra&quot;
26   - assessment acts as a reference source and a reminder of the
27   - salient points in the example.
  18 +<P>After the teacher has submitted the examples it is important for the
  19 + teacher to assess these examples. The assessments by the teacher are used
  20 + internally when the students assess these examples. The closer the teacher
  21 + and the student are the higher the &quot;grading grade&quot; awarded to the
  22 + student. The assessments made by the teacher are private to the teacher,
  23 + they are NOT show to the students at any stage during the assignment. The
  24 + grades awarded to the students for these assessments are, however,
  25 + displayed to the students. Once graded, the students are given an
  26 + oportunity to re-assess the example if they to get a better grading grade.
  27 + </p>
  28 +
  29 +<p>The examples and their assessments can be viewed and revised from the
  30 + Administration page of the workshop.
28 31 </P>
13 lang/en/help/workshop/teachersgradings.html
... ... @@ -1,13 +0,0 @@
1   -<P ALIGN=CENTER><B>Display of Teacher's Grades</B></P>
2   -
3   -<P>A peer graded assignment can optionally make the teacher's comments
4   - and grades available to the student's. If desired, these are shown after the
5   - submission deadline, or later if the grades are not available then. The teacher's
6   - comments and grades may well help the students when making their own
7   - (peer) assessments on other student's work.
8   -
9   -<P>Note that even when the peer grading is done anonymously, the
10   - teacher's grades are always shown to the students with the teacher's
11   - name and, if available, their photo.
12   -
13   -</P>
11 lang/en/help/workshop/ungradedassessments_student.html
... ... @@ -1,11 +0,0 @@
1   -<P ALIGN=CENTER><B>UnGraded Assessments (Student Submissions)</B></P>
2   -
3   -<P><B>Assessment of Student Submissions</B> These are the peer assessments
4   - made by students on eachother's work. In general, these assessments do NOT
5   - have to be graded by the teacher. Provided each of the student submissions is
6   - assessed about five times, the system can make a reasonable judgement on
7   - the inidivual assessment performance of the students. When the number of
8   - peer assessments is low then the teacher may want to grade these
9   - assessments. Any grades given to the assessments can be taken into account
10   - when calculating the final grades for the students.
11   -</OL>
18 lang/en/help/workshop/ungradedassessments_teacher.html
... ... @@ -1,18 +0,0 @@
1   -<P ALIGN=CENTER><B>UnGraded Assessments (Teacher Submissions)</B></P>
2   -
3   -<P><B>Assessments of Teacher Submissions</B> These are assessments of
4   - the example pieces of work which the assignment may require the students
5   - to make before they can submit their own work. These assessments should,
6   - in general, be graded by the teacher. The assessments will show whether the
7   - student understand the assignment and will provide possibly useful feedback
8   - to the teacher on whether any remedial action or fine tuning of the
9   - assignment is necessary. Further, if an assessment is graded the teacher's
10   - comments are made available to the student. These may provide valuable
11   - guidance to the student in the preparation of their own piece of work for
12   - the assignment. </P>
13   -
14   - <P>These assessments do not have to be graded. Leaving a student's
15   - assessment of the examples ungraded when NOT stop that student from
16   - submitting their own work. It is recommended, however, that all least a
17   - sample of the assessments are graded for the reasons mentioned above.</P>
18   -

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