lang/en_utf8/help/workshop/elements.html

   1 <h1>Assignment Elements</h1>
   2
   3 <p>For ease of grading, a Workshop Assignment should have a reasonable
   4     number of &quot;Assessment Elements&quot;. Each element should cover
   5     a particular aspect of the assignment. Typically an assignment will have
   6     something between 5 to 15 elements for comments and grading, the
   7     actual number depending on the size and complexity of the assignment. A peer
   8     assignment with only one element is allowed and has a similar assessment
   9     strategy to the standard Moodle Assignment. </p>
  10
  11 <p>The type of elements dependent of the assignment's grading strategy.</p>
  12
  13 <p><b>Not Graded.</b> The elements are descriptions of aspects of the assignment.
  14     The assessor is asked to comment on each of these aspects. As with all the grading
  15     strategies, there is also an area for general comments.</p>
  16
  17
  18 <p><b>Accumulative Grading.</b> The elements have the following three features:
  19 <ol>
  20 <li>The DESCRIPTION of the assessment element. This should clearly state what
  21     aspect of the assignment is being assessed. If the assessment is qualitative
  22     it is helpful to give details of what is considered excellent, average
  23     and poor.</li>
  24
  25 <li>The SCALE of the assessment element. There are a number of predefined
  26     scales. These range from simple Yes/No scales, through multipoint scales to
  27     a full percentage scale. Each element has its own scale which should be chosen
  28     to fit the number of possible variations for that element. Note that the scale
  29     does NOT determine the element's    importance when calculating the overall
  30     grade, a two point scale has the same &quot;influence&quot; as a 100 point
  31     scale if the respective elements have the same weight...</li>
  32
  33 <li>The WEIGHT of the assessment element. By default the elements are given the same
  34     importance when calculating the overall grade of the assignment. This can be
  35     changed by giving the more importance elements a weight greater than one, and
  36     the less important elements a weight below one. Changing the weights does NOT
  37     effect the maximum grade, that value is fixed by the Maximum Grade parameter
  38     of the peer assignment. Weights can be assigned negative values, this is an
  39     experimental feature.</li>
  40 </ol>
  41 </p>
  42
  43 <p><b>Error Banded Grading.</b> The elements will normally describe certain items
  44     or aspects which must be present in the assignment. The assessment is made on the
  45     present or absence of these items or aspects. The teacher must all set of grade table which
  46     give the suggested grades when all the items are present, when one is absent, when two are
  47     absent, etc. If certain items are more important than others then those items can be given
  48     a weighting greater than one. Minor items can be given a weighting less than one. The
  49     overall &quot;error count&quot; is a weighted sum of the missing items. The assessor
  50     can always make a minor adjustment to these suggested grades.</p>
  51
  52 <p><b>Criterion Grading.</b> The elements will give a set of &quot;level&quot; statements
  53 which can be used to rank the assignment. The statements may be cumulative or they may
  54 each be self contained. The assessor must decide which statement best fits each piece of
  55 work. The teacher must also relate each criterion statement with a suggested grade. These
  56 should normally be in order. The assessor can make a minor adjustment to these
  57 suggested grades.</p>
  58
  59 <p><b>Rubric Grading.</b> This is similar to Criterion Grading but there is more than
  60 one criteria. The number of criteria is given in the assignment parameters. Within each
  61 criterion there can be up to five &quot;level&quot; statements. In a given assignment
  62 the number of levels can vary from criterion to criterion. When setting up a criterion a
  63 blank level statement signals the end of the level statements. Thus some criteria may have
  64 two levels, others have three, up to five levels. The criteria can be weighted. The levels
  65 are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
  66 scores.
  67 </p>