Lesson reports
This page is about the Lesson Report tab that is available to a teacher in in edit mode. There are 2 other places to find reports about a lesson.
- Lesson reports can be found in the administration menu for the course. It is possible to use the report menu to see student activity (sometimes called logs) in a specific lesson. A teacher may decide to turn on the Lesson grading functions. The resulting grade can be see in the Grades section of the administration block.
Lesson Report Tab
The Lesson Reports tab has an Overview (default) and Detailed statistics screen links.
Overview
This screen has two sections. One section shows student attempts. There is a filter. The other section shows lesson statistics of the: Average score, Average time, High score, Low score, High time, Low time.
Detailed statistics
This presents a view similar to an expanded edit because it show every page's content. It tells the teacher what percentage of the class selected each answer on a question page. It does not tell the teach what percentage of students selected a branch table choice.
Grade calculations
A grade can be calculated when the student has completed a lesson. In order to keep the method of grading reasonably transparent a relatively simple formula is used. It is the number of correct answers divided by the number of question pages seen. This number is then simply scaled by the grade parameter of the lesson.
When Custom Scoring is turned On in the Lesson settings, then the grading algorithm changes. Instead of the above, the grade is based on earned points by the user, which is divided by the total points possible. So, the point values associated with each of the user's answers are added up. That is then divided by the total of the maximum points that the user could have earned for each page answered. This number is then scaled by the grade parameter of the lesson.
A lesson is graded when the student reaches the End of Lesson. This point is usually reached by answering the question on the last (logical) page correctly.
The student does not have to go through all of the lesson in one "sitting". If a student goes through some pages and then breaks off, the next time they view the lesson they are asked whether they want to start at the beginning of the lesson or at the point where they left off. The latter point is actually the page they reached with their last correct answer. The previous "attempts" are recorded and the grade for "broken" sessions will include pages seen and questions answered in other sessions.
In a way giving a grade to a lesson is both a blessing and a curse. The main focus of a lesson should be the transfer of knowledge in a reasonably interesting way. Giving a grade may well turn the lesson into a kind of quiz where giving the answers correct is the sole goal. On the other hand, students like to get a perfect "score" and giving grades may well be the carrot needed to get the student to repeat the lesson until they get the magic 100%.
Although lessons do have grades, they should not be considered as assignments which lead to meaningful "marks". They are most useful as Formative Assignments where the grades, although some measure of activity, are not generally counted in the final mark for the course. If lessons are used in a formal way then it is probably best to use their grades in thresholds. For example "You must get an average of at least 80% overall in the eight lessons in this course before you can take the XYZ assignment." Lessons are mainly used to get across chunks of knowledge. Testing that knowledge is something else. Template:Update section
