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72 lines
4.2 KiB
HTML
72 lines
4.2 KiB
HTML
<P ALIGN=CENTER><B>Assessment Elements</B></P>
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<P>For ease of grading, a Exercise Assessment should have a reasonable
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number of "Assessment Elements". Each element should cover
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a particular aspect of the assessment. Typically an assessment will have
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something between 5 to 15 elements for comments and grading, the
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actual number depending on the size and complexity of the assignment. A peer
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assignment with only one element is allowed and has a similar assessment
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strategy to the standard Moodle Assignment.
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<P>The type of elements dependent on the assignment's grading strategy.
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<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
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The assessor is asked to comment on each of these aspects. As with all the grading
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strategies, there is also an area for general comments.
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<P><B>Accumulative Grading.</B> The elements have the following three features:
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<OL>
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<LI>The DESCRIPTION of the assessment element. This should clearly state what
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aspect of the assignment is being assessed. If the assessment is qualatative
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it is helpful to give details of what is considered excellent, average
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and poor.
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<LI><p>The SCALE of the assessment element. There are a number of prefined
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scales. These range from simple Yes/No scales, through multipoint scales to
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a full percentage scale. Each element has its own scale which should be choosen
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to fit the number of possible variations for that element. Note that the scale
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does NOT determine the element's importance when calculating the overall
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grade, a two point scale has the same "influence" as a 100 point
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scale if the respective elements have the same weight...</p>
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<p>If custom scales are set up in the course, these can be used. Note,
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however, that this type of scale is used as a multi-point scale and that
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only the first and last items of the scale are shown. For example, if the
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custom scale "Very Wet, Wet, Damp, Dry" is created in the course,
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this can be used and it will be shown as a four point scale labeled
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"Very Wet" at one end of the scale and "Dry" at the
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other.</p>
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<LI>The WEIGHT of the assessment element. By default the elements are given the same
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importance when calculating the overall grade of the assignment. Weights can
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be assigned negative values, this is an experimental feature.
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</OL>
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<P><B>Error Banded Grading.</B> The elements will normally describe certain items
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or aspects which must be present in the assignment. The assessment is made on
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the present or absence of these items or aspects. The teacher must all set of
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grade table which give the suggested grades when all the items are present,
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when one is absent, when two are absent, etc. If certain items are more
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important than others then those items can be given a weighting greater than
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one. Minor items can be given a weighting less than one. The overall
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"error count" is a weighted sum of the missing items. The assessor
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can always make a minor adjustment to these suggested grades.
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<P><B>Criterion Grading.</B> The elements will give a set of "level"
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statements which can be used to rank the assignment. The statements may be
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cumulative or they may each be self contained. The assessor must decide which
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statement best fits each piece of work. The teacher must also relate each
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criterion statement with a suggested grade. These should normally be in order.
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The assessor can make a minor adjustment to these suggested grades.</P>
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<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more
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than one criteria. The number of criteria is given in the assignment
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parameters. Within each criterion there can be up to five "level"
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statements. In a given assignment the number of levels can vary from criterion
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to criterion. When setting up a criterion a blank level statement signals the
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end of the level statements. Thus some criteria may have two levels, others
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have three, up to five levels. The criteria can be weighted. The levels are
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scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of
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these scores.
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</P>
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