lang/en_utf8/help/exercise/gradingstrategy.html

   1 <h1>Grading Strategy</h1>
   2
   3 <p>An Exercise assignment is quite flexible in the type of grading scheme used. This can be:</p>
   4
   5 <ol>
   6 <li><b>No grading:</b> In this type of assignment the teacher is not
   7     interested in quantitative 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.</li>
  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. </li>
  23
  24 <p>Elements have the following three features:</p>
  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 qualitative
  28     it is helpful to give details of what is considered excellent, average
  29     and poor.</li>
  30
  31 <li><p>The SCALE of the assessment element. There are a number of predefined
  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 chosen
  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...</p>
  38
  39     <p>If custom scales are set up in the course, these can be used. Note,
  40     however, that this type of scale is used as a multi-point scale and that
  41     only the first and last items of the scale are shown. For example, if the
  42     custom scale &quot;Very Wet, Wet, Damp, Dry&quot; is created in the course,
  43     this can be used and it will be shown as a four point scale labeled
  44     &quot;Very Wet&quot; at one end of the scale and &quot;Dry&quot; at the
  45     other.</p></li>
  46
  47 <li>The WEIGHT of the assessment element. By default the elements are given the same
  48     importance when calculating the overall grade of the assignment. This can be
  49     changed by giving the more importance elements a weight greater than one, and
  50     the less important elements a weight below one. Changing the weights does NOT
  51     effect the maximum grade, that value is fixed by the Maximum Grade parameter
  52     of the peer assignment. Weights can be assigned negative values, this is an
  53     experimental feature.</li>
  54 </ol>
  55 <br />
  56 <li><b>Error Banded Grading:</b> In this type of assignment the submissions are
  57     graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
  58     Table &quot; which gives the relationship between the number of
  59     &quot;errors&quot; and the suggested grade. For example an assignment may have six
  60     significant items which should be present, the Grade Table will give suggested
  61     grades if all are present, one is absent, if two are absent, etc. The individual
  62     items can, if desired, be given weighting factors if some items are more important
  63     than others. The number of &quot;errors&quot; is a weighted sum of the items not
  64     present. By default each item is given a weight of one. The grading table is likely
  65     to be non-linear, for example
  66     the suggested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0%  for
  67     an assignment with 10 items.The assessor can adjust the suggested grade by up
  68     to 20%  either way to give the submission's final grade.</li>
  69
  70 <li><b>Criterion Grading:</b> This is the simplest type of assessment to grade (although
  71     not necessarily the most straightforward to set up). The submissions are
  72     graded against a set of criteria statements. The assessor chooses which statement
  73     best fits the piece of work. The grade is determined by a &quot;Criteria
  74     Table&quot; which gives the suggested grade for each criterion. For example
  75     an assignment may be set up with, say, five criteria statements and the assessors
  76     must then choose one of the five statements for each of their assessments. As with
  77     the Banded assignment the assessor can adjust the suggested grade by up to
  78     20% to give the final grade.</li>
  79
  80 <li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
  81     sets of criteria. Each set covering a particular &quot;Category&quot;, can have
  82     up to five statements. The sets are given individual
  83     weights and the grade is a weighted combination of the scores from each set. There
  84     is <b>no</b> adjustment option in this assessment type. </li>
  85 </ol>