1. getMock()
2. setExpectedException()
3. checkForUnintentionallyCoveredCode renamed to beStrictAboutCoversAnnotation
4. beStrictAboutTestSize renamed to enforceTimeLimit
5. UnitTestCase class is now fully removed.
dirname() is a slow function compared with __DIR__ and using
'/../'. Moodle has a large number of legacy files that are included
each time a page loads and is not able to use an autoloader as it is
functional code. This allows those required includes to perform as
best as possible in this situation.
Previously, the Check button was often shown disabled when it
could not be used (e.g. when the question was finished, or when an
interactive question was in the try-again state). Eventually we
realised it was better usability to hide it in these cases.
Note that when a teacher reviews an in-progress quiz attempt, they will
see a disabled Check button if the student doing the quiz can see the
button.
This just deletes all the upgrade steps previous to 2.7.0. Some
small adjustments, like adding missing MOODLE_INTERNAL or tweaking
globals can also be applied when needed.
Next commit will get rid of/deprecate all the upgradelib functions
not used anymore in codebase.
The change in MDL-51090 broke manually commenting on questions for which
no mark is given (max mark == 0). This fixes it, with unit tests.
Thanks to Nick Phillips for the original suggestion of the fix.
Added new functions to editor api - set/get_text so the
original form text can be determined from an editor.
When calling use_editor() you should first call set_text() with
the text that will be inserted in the form element.
There is also a new scheduled task for cleaning Atto autosave drafts.
For behaviours that allow multiple tries, and when the teacher had chosen to
generate statistics for the first tries only, and when a student had not
attempted one question, then an error occurred. It should have been classified
as no response.
version = planned 2015051100 release version
requires= current 2015050500 rc1 version
Note: On purpose, the course format social wrong version (2015102100)
has been kept unmodified. Looking forward a solution right now.
This feature is designed for use on pracice or formative quizzes.
It is available for quizzes that use Interactive or Immediate feedback
behaviour.
If the teacher turns this on in the quiz settings, then once a student
has finished a question, they get a 'Redo question' button beside the
question. If they click it, then the question they finished is replaced
by a new one so they can try again to practise that particul skill or
bit of knowledge a bit more.
When randomisation is involved, the studnets will be given a question or
variant that they have not seen before if possible.
This commit also fixes MDL-32049 about the lack or valdiation message
when an incomplete respnses is submitted.
AMOS BEGIN
CPY [pleaseananswerallparts,qtype_match],[pleaseananswerallparts,qtype_multianswer]
AMOS END
2 quiz tests are creating forms with text editors manually - they need to ensure a valid
$PAGE->url is set so they don't trigger debugging warnings from $PAGE->url magic method
called by Atto.
If the validation failed, so the manual grading page was re-displayed
with a validation error, then any comment that had just been typed in
was getting lost. This fixes that.
Whether the comments on manually graded questions were visible to
students should have been controlled by the 'Specific feedback' Review
option in the quiz settings. However, the quiz was not setting
$displayoptions->manualcomment, so it did not work.
Certainty -1 has never been used in standard Moodle, but is
used in Tony-Gardiner Medwin's patches to mean 'No idea' which
we intend to implement: MDL-42077. In the mean time, these changes
avoid errors for people who have used TGM's patches.
We now compute the average CBM score, accuracy, CBM bonus and enhanced
accuracy, both for the entire quiz, and for just the questions answered.
Note that these calculations must work correctly in the presence of
descriptions, ungraded questions, and manually graded questions. For
example, imagine a essay added at the end of the quiz "Summarise what
you learned attempting this exercise." This might have max mark zero or
non-zero. The CBM statistics just ignores questions like that.
We now change so that minfraction is -6 and maxfraction is 3, so getting
the question right a low certainty gives maxmark marks, and you get a
bonus for being more confident (rather than being penalised for being
unconfident). Mathematically it is the same, but the difference is
importnat psychologically.
We also change how partially correct scores are handled.
It is too harsh to penalise a partially correct score with full
certainty by doing a linear interpolation between -6 and +3. Instead,
any partially correct score (e.g. 0.5) becomes that fraction of the
correct score (e.g. 0.5 * 3 = 1.5). Also, any incorrect score is treated
as 0, so if you have a multiple choice question that normally gives a
negative score for a wrong choice, this will now never give a score of
less than -6.
Finally we change how this is displayed to students beside the question.
Rather than saying "Marked out of 1.00", we say "Base mark 1.00", and
then later we say "CBM mark 3.00" (or whatever it is).
