lang/en_utf8/help/workshop/managing.html

   1 <h1>Managing a Workshop Assignment</h1>
   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 arbitrary 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></li>
  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 alleviate that problem to a large extent. </p>
  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. Provided the teacher's assessments are made before the calculation
  46     of the final grades they can used in that calculation.</p></li>
  47
  48 <li><p><b>Allow Student Submissions and Assessments</b> If the assignment includes
  49     peer assessment, students who have submitted work are now shown other students'
  50     work to assess. Students who have not yet submitted work are allowed to submit
  51     their work (but they are <b>not</b> show other students' work to access).
  52     In this phase, submissions, re-submissions and assessments of submissions
  53     and re-submissions are allowed to take place together. </p>
  54
  55     <p>The teacher may want to split the submission of work and its peer assessment
  56     into two distinct phases, waiting for all students to submit their work before
  57     going into the peer assessment phase. In that case this phase is not used at all,
  58     the assignment goes from &quot;Allow Submissions&quot; straight to &quot;Allow
  59     Assessments&quot;. This allows the teacher to place a deadline on submissions,
  60     the assignment is moved into the &quot;Allow Assessments&quot; phase at that
  61     deadline.</p>
  62
  63 <p>If the teacher, on the other hand, does not want such as clear cut division in
  64     the assignment, then the assignment uses this phase. When allowing submissions
  65     and assessments to occur together, the teacher should consider setting the
  66     Over Allocation Level to ONE (or possibly TWO) to allow the allocations
  67     to go smoothly (see the Admin page for more details). Note that doing this will
  68     result in some submissions being (peer) assessed more times and some less
  69     times than the majority of the submissions.</p>
  70
  71     <p>When a student has made an assessment their peer can see that assessment.  The
  72     student who submitted the work can comment on the assessment if that option
  73     was chosen for the assignment. The teacher can, if desired, grade these peer
  74     assessments and these scores can be taken forward towards the students' final
  75     grades (but that is not really necessary in many cases, see the Calculation of
  76     Final Grades phase).</p></li>
  77
  78 <li><p><b>Allow Student Assessments</b> In this phase peer assessments continue but
  79     students are not allowed to make any submissions, that includes re-submissions.
  80     Students who have not made a submission are told that submissions are no longer
  81     allowed and they are <b>not</b> shown any (peer) submissions to assess.</p>
  82
  83     <p>The teacher can continue, if desired, to grade the peer assessments and
  84     these scores can be taken forward towards the students' final grades (but
  85     that is not really necessary in many cases, see the next phase).</p></li>
  86
  87 <li><p><b>Calculation of Final Grades</b> After the deadline has passed, the teacher
  88     moves the assignment to the next phase where further assessments
  89     by students are not allowed. The teacher can, if wished, complete the grading of
  90     assessments made on the examples and the grading of the student submissions.
  91     They can also grade the peer assessments made by the students. This is <b>not</b>
  92     really necessary as, provided a reasonable number of assessments have been made on
  93     each submission, the &quot;grading performance&quot; of each student can be
  94     determined from the relative scores. </p>
  95
  96     <p>When the grading has been completed, the teacher calculates the final grades
  97     of the students.    These final grades are normally made up of three components,
  98     teacher's grade of the student's work, mean peer grade of the student's work
  99     and the student's grading performance. The last can include the mean &quot;grading
 100     grade&quot; entered by the teacher against a student's comments. These three
 101     components are given weights by the teacher before the calculation of the final
 102     grades takes place.</p></li>
 103
 104 <li><p><b>Display of Final Grades</b> The final phase of the assignment is entered
 105     to allow the students to see their final grades. The teacher can, if desired, backtrack
 106     the assignment to allow some adjustment of, say, the weights used in the final grade
 107     calculation, the revised grades can then be shown to the students.</p>
 108
 109     <p>The students (and the teacher) are also shown a &quot;League Table&quot;
 110     of the student submissions. These are listed in order of grade, the top submission
 111     is first. Here the grade given to the submission is a combination of the teacher's
 112     grade and the average of the peer grades (if they are available). The weighting
 113     used is that given during the previous phase.</p></li>
 114 </ol>
 115
 116 <p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
 117 page. This shows the current state of the assignment. It lists the Teacher's example
 118 submissions (if any), the students' assessments (of the teacher's examples, their own
 119 work, and of other students' submissions), and the submissions of the students.
 120 The teacher can use this page to assess and re-assess submissions, grade and
 121 re-grade assessments, delete submissions and assessments, and generally watch
 122 the progress of the assignment.</p>
 123