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

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