MoodleDocs - Contribucions de l'usuari [ca]

Quiz settings

2010-03-24T20:21:30Z

Christyinsdesign: s/v agreement (there is --> there are)

{{Quizzes}}

Creating a new quiz is a two-step process. In the first step you [[Teacher_documentation#Activity_modules|create]] the quiz activity and set its options which specify the rules for interacting with the quiz. In a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There are a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions.

;Close the quiz
:After the closing time, the students will not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but they will not be marked.

: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;Time limit
:By default, quizzes do not have a time limit, which allows students as much time as they need to complete the quiz. If you do specify a time limit, several things are done to try and ensure that quizzes are completed within that time:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

Note: Particular students may be given unlimited time to attempt a quiz which has a time limit set by allowing the capability [[Capabilities/mod/quiz:ignoretimelimits|mod/quiz:ignoretimelimits]].

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting has no effect on questions you have already added to the quiz'''. The setting will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks' checkbox, then use the repaginate control.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]], this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]].

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;Attempts allowed
:Students may be allowed to have multiple attempts at a quiz. This can help make the process of taking the quiz more of an educational activity rather than simply an assessment. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows the student on the new attempt to concentrate on just those questions that were answered incorrectly on the previous attempt. If this option is chosen then each attempt by a particular student uses the same questions in the same order, independent of randomization settings. To show a fresh quiz on every attempt, select No for this setting.

;Adaptive mode

:[[Adaptive questions]] allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again.

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;Grading method
:When multiple attempts are allowed, there are different ways you can use the grades to calculate the student's final grade for the quiz.
* Highest grade - the final grade is the highest (best) grade in any attempt
* Average grade - the final grade is the average (simple mean) grade of all attempts
* First grade - the final grade is the grade earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.

==Review options section==

This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a maxtrix with check boxes.

The various pieces of information that can be controlled are:
; Responses : What the student entered in response to each question.
; Answers : The correct answer to each question is shown. (See note below)
; Feedback : The pieces of feedback that are specific to the student's response to each question.
; General feedback : The general feedback for the question, which does not depend on the student's response.
; Scores : Numerical information about the score the student received on each question.
; Overall feedback : The [[#Overall feedback]] for the whole attempt, which is set up further down the settings form.

For each of the above items, you can determine the timeframe when the students will see them:
; Immediately after the attempt : means within 2 minutes of the student clicking "submit all and finish".
; Later, while the quiz is still open : means after 2 minutes, but before the close date (if the quiz does not have a close date, this phase never ends).
; After the quiz is closed : means what it says (you never get here for quizzes without a close date).

:''Tip:'' Checking any of the boxes in the timeframe row, will reveal the test to the student. For example, to allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in "Later" or "After" rows are checked. The student will be able to see their grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (invigilated) quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

:There are three types of numbers you can use (you can not use text based domain names like example.com):

# Full IP addresses, such as 192.168.10.1 which will match a single computer (or proxy).
# Partial addresses, such as 192.168 which will match anything starting with those numbers.
# CIDR notation, such as 231.54.211.0/20 which allows you to specify more detailed subnets.

:Spaces are ignored.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got.

For example, if you entered:

:Grade boundary: 100%
:Feedback: "Well done"
:Grade boundary: 40%
:Feedback: "Please study this week's work again"
:Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[cs:Přidání/úprava testu]]
[[de:Test anlegen]]
[[fr:Ajouter/modifier un test]]

mod/techproject/view/screens/tasks

2010-03-01T18:28:17Z

Christyinsdesign: /* Pedagogical strategy */ typos

[[mod/techproject/view|Index]]

== Tasks ==

Tasks are descriptions of how to realize a set of specifications or obtain part of the deliverables.

Task management phase is an active period for the developement of the project, although previous phases could event be described in terms of tasks (write a specification may be also an operational activity).

Tasks, as requirements and specification, can be organized as a hierarchic tree. Root level tasks can be quite general, and may describe overall operative "strategies". i.e. : for producing such a software component, you may settle a root level of tasks as :

* Write utilities libraries
* Write the tests for utility libraries
* Test and qualify utility libraries
* Write storage persistance level (database acces)
* Write tests for storage level
* Test database access and qualify persistance libraries
* Write code for functional objects
* Write test units
* Unit testing
* Cleanup and review the code for harmonization
* Review in code comments
* Pack the component
* Produce deployement documentation
* Extract generated documentation

Each of (or some of) them could be refined in more elemental actions, as resulting of a questionning : "What should I do for making that ?" a developper would proceed to.

With tasks, refinement has two main goals :
* Describe action fine enough for a development crew to proceed.
* Have a detailed enough action plan to perfom time/charge estimation (cost foreseeing).

== Viewing tasks ==

Tasks are viewed as a content-collapsed heading tree. Any sublevel can be collapsed if needed.

Each heading provides synthesis information, obtained by propagating indicators from the sub-tree hierarchy, or from associated specifications or deliverables:

* Numbering (autonumbering)
* Caption
* The number of binded specification (direct binding/through sub-tasks)
* The number of associated deliverables (direct binding/through sub-tasks)
* The completion level for that task, as a graphical bar-graph

Completion level is either entered (user edited) or calculated. Leaf tasks (we call them also effective tasks) will require completion to be entered by user. Tree nodes will accumulate completion from sub-nodes. Thus nodes should be only used as a "task grouping" principle.

Each heading can be expanded so a complete qualifier report and a content abstract can be viewed.

== Editing tasks ==

Editing the task tree may not be available for students. The teacher may choose to lock this entity.

A task is a set of information describing an action the project team should perform. In its simplest form, a single task is made of a caption and a free description of what to do. As other entities, description will be an editable HTML document that could be understructured as needed.

A task may be qualified using :

* '''A work type :''' Each task designates some kind of job, that may need some special skills and will ask for some techniques to be used.
* '''Cost rate :''' All work types and associate skills may not have the same economical value. In a teaching context, this field would not be absolutely necessary. We added it in the eventuality this module would be used for real project (what it was intended for initially), but also to help student understand the cost calculation process for a complex project. This cost may be entered in arbitrary units and scales.
* '''Planned cost :''' The planned cost will be entered as a "evaluated time to perform the task". A planned cost would be easily obtained multiplying cost rate with planned cost.
* '''Completion rate :''' Completion rate should be entered from 0 to 100, and will qualify the part of the job wich has been realized (subjectively, most often).
* '''Cost (realized) :''' The realized cost will be entered as "an effective time we spent on the job". All the project control methodologies (IEEE, CMM, etc.) agree on utility of retrocalculation of costs on passed projects, to increase reliability of estimating models.

The task screens allows editing and managing tasks as resulting of a continuous refinement process. Each task could be detailed by subtasks that will describe more elemental actions to be performed.

== Pedagogical strategy ==

Tasks are used to describe what the project team should exactly accomplish, how should the worktime spent to. These descriptions could be :

* first roughly setup by the teacher, but alterable by students so that they may reach a sufficient autonomy in "time scheduling and control".
* setup and locked by the teacher. They will represent an imperative process to be followed, when the action plan must cope a well-known or standard procedure.
* fully editable by students, from a blank editor : students may then have to construct their own action strategy.

[[fr:mod/techproject/view/screens/tasks]]

Calendar export

2009-12-18T14:18:17Z

Christyinsdesign: correcting broken link

{{Calendar}}
{{Moodle 1.8}}Moodle allows administrators, teachers and students to easily export calendars for backing up or inserting in calendar software.

There are two methods for exporting a calendar in Moodle.

== To backup a calendar ==
[[Image:MoodleCalendarExport.jpg|thumb|150px|right|Moodle Calendar "Export calendar" and "iCal" buttons]]
* Click the "Export calendar" button located on the bottom of the calendar page
* Select the items you wish to back up (select "All events" to back up the entire calendar)
* Click "Export" when you are ready to export

Note: you can only export calendar events up to the next 60 days.

== To copy a calendar ==

For use on a device such as a PDA, or to import a Moodle calendar into software such as Apple iCal, Microsoft Outlook, or Mozilla Thunderbird:

* Click on the orange "iCal" button located on the bottom of the calendar page
* Alternatively, when using "Export calendar" clicking on "Get calendar URL" will provide you with a URL which can be used with other calendar software to sync with a Moodle calendar

Note: you cannot select individual items to include in the exported file with iCal, all events will be included.

You can then import the exported calendar into your desired software.

== Importing a Moodle calendar into Mozilla Thunderbird/Lightning ==

* Enter into calendar mode by clicking the Calendar icon at the bottom-right of the client
* Click Calendar -> Import... then locate the exported iCal file

Note: changing an event in Thunderbird/Lightning will not change the event in a Moodle calendar as well, you must do that yourself.

==Subscribing to a calendar in Outlook 2007==
If you use an Outlook 2007 calendar, you can have your Moodle calendar events overlaid on top (or placed side by side) by following these steps:

#Go to the calendar view in your Moodle install and find the orange ical icon at the bottom and right click it, choosing "copy link location". This link will permanently subscribe to the calendar events for the currently logged in user.
#Open Outlook 2007 and go to Tools->account settings->internet calendars->new.
#Paste in the address you copied from Moodle.
#Click OK and close.
#You should now see another calendar available on the left hand calendar bar, underneath 'My Calendars'. Enable this and Outlook will update the calendar every time it opens.
#Right-click on the tabs to choose between 'side by side mode' and 'overlay mode'.

[http://www.youtube.com/watch?v=H9qQ1dWcloo See video demonstration of calendar linking]

[[Category:Backup]]

[[ca:Exportaci%C3%B3_d%27un_calendari]]
[[fr:Exportation_du_calendrier]]
[[de:Kalender_exportieren]]