MoodleDocs - User contributions [en]

MediaWiki:MoodleDocsVersionLinks

2025-09-12T11:00:00Z

Tsala: 5.1

4.1 docs: /401/en/{{FULLPAGENAMEE}}
5.1 docs: /501/en/{{FULLPAGENAMEE}}
5.0 docs: /500/en/{{FULLPAGENAMEE}}
4.5 docs: /405/en/{{FULLPAGENAMEE}}
4.4 docs: /404/en/{{FULLPAGENAMEE}}

MediaWiki:MoodleDocsVersionLinks

2025-04-04T10:38:46Z

Tsala:

4.1 docs: /401/en/{{FULLPAGENAMEE}}
5.0 docs: /500/en/{{FULLPAGENAMEE}}
4.5 docs: /405/en/{{FULLPAGENAMEE}}
4.4 docs: /404/en/{{FULLPAGENAMEE}}

error/grades/gradesneedregrading

2024-10-22T14:51:18Z

Tsala: description, category

The error "Grades need regrading" is displayed in a number of situations. See the [https://tracker.moodle.org/issues/?jql=description%20~%20%22grades%20need%20regrading*%22 list of issues with 'grades need regrading' in the description].

[[Category: Grades]]

Activity completion settings

2024-06-24T08:28:16Z

Tsala: /* What happens when you unlock */

{{Activity completion}}
==Activity settings==

Depending on the type of activity, there are different completion requirements. For example, a [[Page]] might have the requirement to ''require view''; a [[Quiz]] might have the requirement to ''require grade'' while a [[Forum]] might have the requirement to ''require posts/discussions/replies''.

<gallery widths="300px">
File:Activity_completion_settings_common.png|Activity completion settings for most graded activities
File:Forumactivitycompletion.png|Forum activity completion settings
File:24assignmentsubmit.png|Assignment activity completion settings
File:quizpassinggrade.png|Quiz activity completion settings
</gallery>

===Completion tracking===
There are three options:

*''Do not indicate activity completion'' - this will not show checks (ticks) next to the activity
*''Students can manually mark the activity as completed'' - students press the check (tick) to change it. (Note: they can do this even without doing the activity!)
*''Show activity as complete when conditions are met'' - the selected completion criteria must be met before the check (tick) will change style

===Require view===

When this option is ticked, students have to view the activity i.e. click the link in order to complete it. You should not turn on the 'view' condition if you have other requirements - this makes extra work for the server and it's unlikely that a student could meet any other conditions without viewing the activity.

===Require grade===

When this option is ticked, students have to get a grade on the activity in order to complete it. For example, a quiz would be marked completed as soon as the user submits it (so long as it doesn't contain any "essay" questions).

It does not matter how well the student did. Getting any grade will mark the activity completed.

===Receive a passing grade===

A passing grade may be required for completion of a graded activity. This condition is used together with the Require grade requirement.

===Quiz completion settings===

====Setting a grade to pass for a quiz====

It is possible to distinguish between 'pass' and 'fail' grades so that a quiz becomes 'completed, passed' or 'completed, not passed' instead of just 'completed'. These results show a different icon and alternative text in the [[Using Activity completion|Activity completion report]].
[[File:quizpassfail.png|thumb|400px|center]]

To set this up, you need to specify the pass value for the quiz activity's individual grade:

# Go to the Quiz settings and in the Grade section, locate the 'Grade to pass' field.
# Enter a grade value (e.g. 5.0)
# Click the 'Save changes' button

'Completed, passed' shows a green tick and 'Completed, not passed' shows a red cross.

Once you have done this, anybody submitting the quiz will receive either the pass or fail completion icon. If the quiz can be taken multiple times, the completion icon will automatically update whenever the grade does.

There is one limitation: this only works if grades are immediately visible to students. The grade must be neither permanently hidden, nor hidden until a certain date. If a grade is hidden then only the standard 'completed' state will be displayed - even once the hidden date has passed.

====Require passing grade====

If a grade to pass is set for the quiz then it will be marked complete once the student obtains this grade.

If a certain number of attempts are allowed, the quiz may be marked complete once the student has done them all (even if, for example, they did not achieve the passing grade.)

Note that ''Require grade'' must be ticked as well as "Require passing grade".

====Require attempts in a quiz====

Quizzes may be automatically marked complete when one or more attempts have been submitted. This can be helpful for example when manually graded questions are included but the teacher wants the quiz to be complete before these questions are graded.

===Lesson completion settings===
The following settings are specific to the Lesson activity (in addition to the standard ones)

[[File:newlessonconditions.png|600px]]

====Require end reached====
In order for the lesson to be marked complete, the student must go to the very last page of the lesson.

====Require time spent====
In order for the lesson to be marked complete, the student must stay within the lesson pages for the time specified by the teacher here. The time can range from seconds to weeks. If they finish the lesson sooner, they will see an alert saying they did not reach the minimum time acceptable and may have to repeat the lesson.

[[File:lessonstudentviewrequiretimespent.png|thumb|300px|center|Student message if the condition is not met.]]

===Assignment completion settings===

=====Student must submit to this activity to complete it=====
This setting means that an assignment may be considered as completed once the student has submitted it but before the teacher has had time to grade it.

===Forum completion settings===

====Require posts====
For the forum to be classed as "complete" the student must either start a discussion or reply to a discussion. The total number of posts they must make can be specified in the box.

====Require discussions====
For the forum to be classed as "complete", the student must start a discussion topic. The number of posts they must make can be specified in the box. ''Note: this requirement cannot be satisfied using the "Single simple discussion" and the "Q and A" forum types, since students cannot create discussions in those two types.''

====Require replies====
For the forum to be classed as "complete" the student must reply to a discussion. The number of posts they must make can be specified in the box.

===Expect completed on===

When a date is entered here for an activity (e.g. Forum, Choice), or for a resource, such as a Page or Folder, the expected completion date will be displayed in the [[Timeline block]].
[[File:expectedcompletion.png|center|thumb|600px|Add a date to display to students.]]

==Locked completion options==

If at least one person has completed an activity, completion options are 'locked'. This is because changing these options may result in unexpected behaviour. For example, if somebody has ticked an activity as manually completed, and you then set it to automatic completion, the activity will become unticked - very confusing for the student who had already ticked it!

:''Tip:'' It is best not to unlock options unless you are sure it won't cause problems - for example, if you know that students don't have access to the course yet, so it will only be staff who have marked the activity completed when testing.

==What happens when you unlock==

Once you unlock options and then click 'Save changes', all completion information for the activity will be deleted then recalculated where possible. Manual completion can't be recalculated, so in this case the student will need to mark it as done again.

If you change completion options while a student is logged in, they may not see the changes for some minutes.

==Required site settings==
To use activity completion, the feature needs to be enabled for the site by an administrator as follows:
*In ''Administration > Site administration > [[Advanced features]]'' check the "Enable completion tracking" box.
*The admin may also set the default completion tracking setting when adding new activities, choosing from 'Do not indicate completion' or ' Use activity default'.
{|
|[[File:26defaultactivtycompletion.png|thumb|400px|Selecting the default completion tracking setting]]
|}
There is currently no way for an administrator to globally choose or change these Activity level defaults: all modules have the 'Activity default' set to 'Manual'. These defaults can only be changed on a course by course basis using the [[Activity completion settings#Changing activity completion settings in bulk|Default activity completion]] tab.

* Click the 'Save changes' button

==Required course settings==
Completion tracking in a course may be disabled/enabled and shown/hidden from the actions menu >Edit settings (Boost theme) or via the course administration block (Classic theme).
Completion tracking may be set to show or hide conditions on the course page. Manual completion for Label, URL and File will still display the 'Mark as done' button even when completion conditions are hidden.

All activity completion conditions are now also visible when clicking into an activity, even when the completion conditions are hidden on the course page.

Manual completion may now be done from within the activity, meaning learners can move directly from one activity to the next, without going back to the main course page.

==Changing activity completion settings in bulk==

Within a course, the default settings for activity completion may be changed and several activities may have their completion settings updated at once, from the tabs in the Course completion screen.

[[File:activitycompletiondefaultbulk.png|600px]]

'''Default activity completion''' allows you to select one or more course activities or resources and change their default settings (usually 'manual') to a setting of your choice. For example, if you always want your quizzes to be completed with a specific passing grade, you can specify this here. If you always want assignments to be completed when submitted, you can specify this here. Note that the altered settings only apply to items added after the change, not to existing items on the course page.

'''Bulk edit activity completion''' allows you to change the completion requirements of one or several existing activities in one step. For example, if you have four quizzes with manual activity completion, you can bulk edit them so that all four require a grade to be marked complete.

==Capabilities==

* [[Capabilities/moodle/course:isincompletionreports|Be shown on completion reports]]
* [[Capabilities/moodle/course:overridecompletion|Override activity completion status]]
* [[Capabilities/report/progress:view|View activity completion reports]]
* [[Capabilities/moodle/course:togglecompletion|Manually mark activities as complete]]

[[Category:Completion]]

[[de:Einstellungen zum Aktivitätsabschluss]]
[[es:Configuraciones de finalización de actividad]]
[[fr:Paramètres Achèvement des activités]]

Creating SCORM Content

2024-04-23T12:24:11Z

Tsala: link to up-to-date version of page

{{SCORM}}
The up-to-date list of tools for creating SCORM content is available in the latest Moodle Docs wiki: [[:en:Creating SCORM Content]]

MediaWiki:MoodleDocsVersionLinks

2024-04-16T08:31:42Z

Tsala: 4.4 link

4.1 docs: /401/en/{{FULLPAGENAMEE}}
4.4 docs: /404/en/{{FULLPAGENAMEE}}
4.3 docs: /403/en/{{FULLPAGENAMEE}}
4.2 docs: /402/en/{{FULLPAGENAMEE}}

MediaWiki:MoodleDocsVersionLinks

2023-11-24T10:04:59Z

Tsala: 4.3 link

4.1 docs: /401/en/{{FULLPAGENAMEE}}
4.3 docs: /403/en/{{FULLPAGENAMEE}}
4.2 docs: /402/en/{{FULLPAGENAMEE}}
4.0 docs: /400/en/{{FULLPAGENAMEE}}
3.11 docs: /311/en/{{FULLPAGENAMEE}}
3.9 docs: /39/en/{{FULLPAGENAMEE}}

OAuth 2 LinkedIn service

2023-08-21T09:07:53Z

Tsala: page requires updating template

{{OAuth2}}
{{Update}}
== LinkedIn setup ==
To setup an OAuth 2 client with LinkedIn, first we need to login to the [https://www.linkedin.com/developers/ LinkedIn Developers page] and create a new app.

On the 'Create an app' page, fill in the required fields:
* App name
* LinkedIn Page - The page that this app will be associated with
* App Logo
[[File:linkedin app creation.png]]

After you're done creating the app, you will be redirected to a screen where you can manage various settings related to the app.

=== Permissions / Scope requirements ===
For the client to function properly, it needs to be granted permissions to retrieve information from a user. LinkedIn does this easily by defining 'Products' that an app can be associated with. Each product defines the various use case that the API can be used for. For Moodle purposes, we only require the 'Sign In with LinkedIn' product.

Go to the Products tab and select the 'Sign In with LinkedIn' product

[[File:linkedin products prior selection.png]]

The product will be marked as 'Review in progress' and will take a few minutes to be approved. Once done, the product will be listed in the app's 'Added products' section.

[[File:linkedin added products.png]]

=== Client settings ===
Once the product have been successfully added, go to the 'Auth' tab. Here you will find the Authentication keys required to setup your issuer in Moodle. You will have to setup the authorised redirect URLs as is standard for OAuth2.

[[File:linkedin auth page.png]]

You will also find the OAuth2 scopes listed which was done as part of Scope requirements earlier.

[[File:linkedin scopes defined.png]]

== Issuer configuration ==
Authentication via LinkedIn is now a preconfigured service available for administrators. Go to 'Site Admin -> Server -> OAuth2 services' and click on the LinkedIn button.
All you need now is to enter and save the client id and secret and LinkedIn will now be an option for a user on the login page.

== See also ==
* MDL-65637

Dropbox repository

2023-08-16T07:57:41Z

Tsala: page update - thanks to info from https://moodle.org/mod/forum/discuss.php?d=448105

{{Repositories}}
The Dropbox repository enables users to copy or create a shortcut or alias to files from ''their own'' Dropbox. See [[Working with files]] for more details.

==Enabling the Dropbox repository==

To use the Dropbox repository, an administrator must first create an [[OAuth 2 services|OAuth 2 service]].

# Go to OAuth 2 services in Site administration - Server and click the button to create a new custom service.
# Go to 'Manage repositories' in Site administration and enable the Dropbox repository.
# On the Dropbox configuration page, select the OAuth 2 service then save changes.

==Using the Dropbox repository==

To select a file via Dropbox, editing teachers will click on the Dropbox link in the file picker and log on to access the files in their account. They will see a message requesting access:
[[File:dropboxlogin.png|center]]

When they are done, they can log out.

==Repository capabilities==

There is just one capability, [[Capabilities/repository/dropbox:view|View a Dropbox folder]], which is allowed for the default authenticated user role.

==See also==

* MDL-70268 - Dropbox scope updates
* MDL-70271 - Dropbox API token updates

[[de:Dropbox Repository]]
[[es:Repositorio Dropbox]]
[[ja:Dropbox]]

Upgrading

2023-08-01T14:07:37Z

Tsala: /* Indentation on the course page (4.1.3 onwards) */ upgrading from 4.0.9 (MDL-78812)

{{Installing Moodle}}
''This page explains in detail how to upgrade Moodle. For a summary of the process, see [[Upgrade overview]].''
==Check the requirements==
Before upgrading, check that your server meets all requirements for {{Version}} in ''Site administration > Server > [[Environment]]''.

See the [{{Release notes}} release notes] in the dev docs for both [{{Release notes}}#Server_requirements server] and [{{Release notes}}#Client_requirements client] software requirements.

Notes:
* You can only upgrade to Moodle {{Version}} from Moodle 3.9 or later. If upgrading from earlier versions, you must [https://docs.moodle.org/39/en/Upgrading_to_Moodle_3.9 upgrade to 3.9] as a first step.

==Before upgrading==
'''We advise that you test the upgrade first on a COPY of your production site, to make sure it works as you expect.'''

Consider setting the [[Upgrade key|upgrade key]] for your site.
== Backup important data ==
There are three areas that should be backed up before any upgrade:
#Moodle software (For example, everything in server/htdocs/moodle)
#Moodle uploaded files (For example, server/moodledata)
#Moodle database (For example, your Postgres or MySQL database dump)
See [[Site backup]] for more specific information.
== Check for plugin updates ==
If you have [[Automatic updates deployment]] enabled, you will be able to update installed plugins automatically during the upgrade. Just make sure you check for available updates (via the button for it) at the Plugins check screen.

If you are updating plugins manually, it is a good moment now to check in the [http://moodle.org/plugins Moodle Plugins directory] whether there is a {{Version}} version available for any plugins (including themes) that you have previously installed on your site. If so, download the plugin package. In the next step, you will copy it to the appropriate location in your Moodle code (see [[Installing plugins]]).

The upgrade of the plugin will then happen as part of the Moodle upgrade process.

If an out-of-date plugin causes your upgrade to fail, you can usually delete the plugin code rather than uninstalling it from within Moodle so that the data associated with it is not deleted.
==Put your site into maintenance mode==
Before you begin upgrading your site, you should put it into [[Maintenance_mode | maintenance mode]] to stop any non-admin users from logging in. Then you should wait for any currently running cron processes to complete before proceeding.
== Install the new Moodle software ==
You can download the latest release from [https://download.moodle.org/ Moodle downloads].
=== Standard install package ===
# Move your old Moodle software program files to another location. ''Do NOT copy new files over the old files.''
# Unzip or unpack the upgrade file so that all the new Moodle software program files are in the location the old files used to be in on the server. Moodle will adjust SQL and moodledata if it needs to in the upgrade.
# Copy your old [[Configuration file|config.php file]] back to the new Moodle directory.
# As mentioned above, if you had installed any plugins on your site you should add them to the new code tree (Moodle directory structure) now. It is important to check that you get the correct version for your new version of Moodle. Be particularly careful that you do not overwrite any code in the new version of Moodle and that you place the plugin folders in the correct directory (the same directory that they are in in the current installation.)
# Your moodledata folder should be located separately to your Moodle code folder and, as such, should not need anything done to it. Moodle 3.0 will throw a warning if it is located in a web accessible folder and the moodledata should never be located in the Moodle code folder. If you are moving your installation to a new server or new location on your server, then you will need to follow the [[Migration]] documents.
====Linux====
mv moodle moodle.backup
tar xvzf moodle-latest-{{Version}}.tgz
Next, copy across your config.php, any custom plugins, and your .htaccess file if you created one ('''check that custom plugins are the correct version for your new Moodle first'''):
cp moodle.backup/config.php moodle
cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme
cp -pr moodle.backup/mod/mymod moodle/mod/mymod
Don't forget to make moodle/config.php (and the rest of the source code) readable by your www server. For maximum security the files should not be writeable by your server. This is especially important on a 'production' server open to the public internet.
chown -R root:root moodle (Linux debian - or even create a user especially for moodle. '''Don't''' use the web server user, e.g. www-data)
chmod -R 755 moodle
If you use cron, take care that cron.php is executeable and uses the correct php command:
chmod 740 admin/cli/cron.php (some configurations need chmod 750 or chmod 755)
copy the first line from cron.php (if it looks like '#!/usr/local/bin/php' or '#!/usr/local/bin/php5.3', no need to copy '<?php')
if necessary. However, for a simple upgrade, there should be no need to change anything with cron.
=== Using Git ===
You can use Git for updating or upgrading your Moodle. See [[Git for Administrators]] for details.
===Command line upgrade===
On Linux servers, Moodle {{Version}} supports running the [[CLI|upgrade from the command line]], rather than through a web browser. This is likely to be more reliable, particularly for large sites.
== Finishing the upgrade ==
The last step is to trigger the upgrade processes within Moodle.

If you put your site into Maintenance mode earlier; take it out now!

To do this just go to ''Site administration > Notifications''.

Moodle will automatically detect the new version and perform all the SQL database or file system upgrades that are necessary. If there is anything it can't do itself (very rare) then you will see messages telling you what you need to do.

Assuming all goes well (no error messages) then you can start using your new version of Moodle and enjoy the new features!

Note: If you are running multiple servers then you should purge all caches manually (via ''Site administration > Development > Purge all caches'') after completing the upgrade on all servers.
===Fatal error: Maximum execution time of 30 seconds exceeded...===
If your server uses a main language other than English, you may encounter a 'Fatal error: Maximum execution time of 30 seconds exceeded' when you try to upgrade it. You can increase max_execution_time = 160 on php.ini to allow the scripts enough time to process the language update. Otherwise, you can switch to English as the default language before doing the upgrade and back to your original language after a successful upgrade. See the forum discussion at https://moodle.org/mod/forum/discuss.php?d=119598.
==After upgrading==
{{Note|If BigBlueButtonBN was previously installed, because the recordings are processed asynchronously in the background, the data migration starts after the Moodle upgrade has been completed.

This means that in large deployments (with many recordings), the process may take some time (it can be hours) and therefore recordings may not be displayed immediately. But they are still there.}}
==Possible issues that may affect you in Moodle {{Version}}==

===Indentation on the course page (4.1.3 onwards)===

Teachers, and other users with the manage activities capability, can indent items on the course page for courses in Topics or Weekly format. This feature is enabled by default in new 4.1.3 sites.

If you are upgrading from 4.0 or an earlier 4.1 version, to enable the feature go to ''Site administration > Plugins > Topics formats'' and tick 'Allow indentation on course page'. Do the same for Weekly format. If required, you can reset indentation previously set for each course format.

If you are upgrading from 4.0.9 with indentation on the course page enabled, after upgrading to 4.1.3 or later you should check whether the feature has been disabled and needs re-enabling (MDL-78812).

If you are upgrading from 3.11, the feature is enabled. However, in 4.1.3 you can only indent items one place to the right (or left for right-to-left languages).

=== XMLRPC ===
* The installation of the '''XMLRPC PHP extension''' is not needed for Moodle 4.1 core anymore. All [[MNet]] features continue working exactly the same, but using a PHP library instead (see MDL-76055 for details).
* If you were using the '''webservice_xmlrpc''' plugin for integrations with other systems, be warned that it has been removed from core for Moodle 4.1 (see MDL-76052 for details). It's now available @ https://github.com/moodlehq/moodle-webservice_xmlrpc and has been also published in the [https://moodle.org/plugins/webservice_xmlrpc Plugins directory]. Note that, if you want to continue using this plugin, then you will need, '''before starting the upgrade process''', to:
*# Install the '''XMLRPC PHP extension''', the webservice requires it.
*# Install the '''webservice_xmlrpc plugin''', from the links in the previous paragraph, into the <tt>webservice/xmlrpc</tt> directory.
*# Then, and only then, start the upgrade process.

=== New plugins in Moodle {{Version}} ===
====BigBlueButton====
{{Note|For recordings to work properly, [https://docs.moodle.org/401/en/Cron Cron] Jobs must be enabled. Also, if you are using [https://github.com/blindsidenetworks/scalelite ScaleLite] for load balancing your BigBlueButton servers, make sure you are running the latest release of ScaleLite.}}
BigBlueButtonBN has been [https://moodle.org/plugins/mod_bigbluebuttonbn contributed plugin] for more than 10 years. It enables Moodle to interoperate with a BigBlueButton server and it is part of Moodle 4.0 as a core plugin. For more details see [https://docs.moodle.org/401/en/BigBlueButton BigBlueButton in Moodle 4.0]
When upgrading to Moodle 4.0, there are two possible scenarios.
===== BigBlueButtonBN was not installed =====
If the plugin was never installed, there are only two considerations to make.
* BigBlueButton is disabled by default. Administrators must enable it from Site administration > Plugins > Manage activities and then check the box to accept the data processing agreement.
* BigBlueButton is an external service. The plugin comes pre-configured with a Free Tier Hosting that comes with some restrictions.
===== BigBlueButtonBN was already installed =====
If the plugin was already installed, and the steps were followed correctly, the upgrade should be completed normally. But there are also some considerations to make.
* BigBlueButton may be disabled by default. If this is the case Administrators must enable it from Site administration > Plugins > Manage activities and then check the box to accept the data processing agreement.
* BigBlueButton is an external service. The plugin will only change the BigBlueButton credentials if the former Free Tier Hosting `https://test-install.blindsidenetworks.com/bigbluebutton/` was used. If it was not, then the existing service will still be the same.
===== General consideration =====
Regardless of the scenario, there is one general consideration

BigBlueButton is still the repository for recordings, but the metadata is now stored in Moodle, so instead of making a getRecording requests each time a BigBlueButton activity is displayed, the view is entirely populated with Moodle data. While this makes the code more efficient, it also means that every recording needs to be processed as part of the upgrade.
# For recordings to work properly, cron jobs must be enabled
# Since the recording are processed asynchronously in the background, the data migration starts after the Moodle upgrade has been completed. This means that in in large deployments (with many recordings), the recordings may take some time (it can be hours) to be processed and therefore to be displayed as part of the activities.

The details of the process can be checked in the cron job logs.

And remember that if the Plugin was not uninstalled, and the pre-existing rooms are there, the recordings are still referenced. Nothing is lost even if they are not shown immediately. They only need to be migrated.

Additionally, when using Scalelite as the Load Balancer for BigBlueButton, make sure the [https://github.com/blindsidenetworks/scalelite/releases/tag/v1.3.4 latest version] is deployed. With any other Load Balancer, make sure the BigBlueButton service updateRecordings is correctly implemented. Otherwise the migration will not be completed.
===Custom user tours===
If you have created any custom user tours where the URLs do not end in a % symbol (for example '/course/view.php'), these will no longer appear when viewing a page which has extra text at the end of the URL, such as /course/view.php?id=123. To make these tours work again, add a % to the end of the URL ('/course/view.php%'). The % symbol was always supposed to be necessary, but due to a bug in earlier versions, was previously not required.
===New capabilities in Moodle {{Version}}===
* gradereport/summary:view
* tiny/h5p:addembed
* tiny/recordrtc:recordaudio
* tiny/recordrtc:recordvideo

==Removed capabilities ==
* webservice/xmlrpc:use

=== Moodle 3.9, 3.10, 3.11 and 4.0 upgrading notes ===
Depending on which version you are upgrading from, please see the section 'Possible issues that may affect you' in the documentation:
* [https://docs.moodle.org/39/en/Upgrading Upgrading to Moodle 3.9]
* [https://docs.moodle.org/310/en/Upgrading Upgrading to Moodle 3.10]
* [https://docs.moodle.org/311/en/Upgrading Upgrading to Moodle 3.11]
* [https://docs.moodle.org/400/en/Upgrading Upgrading to Moodle 4.0]

==Any questions about the process?==
Please post in the [https://moodle.org/mod/forum/view.php?id=28 Installing and upgrading help forum] on moodle.org.
==See also==
* [[dev:Moodle {{Version}} release notes|Moodle {{Version}} release notes]]
* [https://moodle.org/mod/forum/discuss.php?d=393570 Problem accessing dropdown such as personal profile since 3.8 (20191118) update] forum discussion
[[es:Actualización de moodle]]
[[fr:Mise à jour]]
[[ja:Moodleをアップグレードする]]
[[de:Aktualisierung von Moodle]]

Grade calculations

2023-05-11T12:27:32Z

Tsala: /* Setting a grade calculation */ grade calculation only available via Gradebook setup (MDL-76147)

{{Managing grades}}
A grade calculation is a formula used to determine grades, based on other grade items. Note that this is not the same as [[Calculated_question_type|Calculated question types]].

Grade calculations follow the pattern of formulas/functions in popular spreadsheet programs. They start with an equal (=) sign, and use common mathematical operators and functions to produce a single numerical output. This output is then used as the computed value for the grade item you are editing.

Conditional (IF) operators can be used in grade calculations of the grade book, and logical operators (AND,OR) can be also used (MDL-64414).
==Setting a grade calculation==
[[File:Edit Calculated Grade.png|alt=|thumb|Edit calculation setting]]
[[Image:newcalculationgrade.png|thumb|Example calculation]]

To set a grade calculation:

# Login as teacher or other user with permission to edit grades
# From the course page click Grades then select 'Gradebook setup' in the dropdown menu
# For the grade item or grade category total that you want to set a grade calculation for, select 'Edit calculation' from the Actions menu (...).
# Enter the calculation, starting with an equal sign (=)
# Type an expression using numbers, arithmetic operators, mathematical functions and ID numbers; for example =average()
# Plug in your ID numbers (see below) enclosed in double square brackets, for example =<nowiki>[[item1]]</nowiki>+<nowiki>[[item2]]</nowiki>
# Separate each function argument with a comma, as in =average(<nowiki>[[item1]]</nowiki>, <nowiki>[[item2]]</nowiki>)+<nowiki>[[item3]]</nowiki>)
# Click the "Save Changes" button

==Assigning ID numbers==
You can include the values of other grade items by using their ID number as references in your formulas. The ID number must be surrounded by double square brackets, for example if you have a grade item with Quiz.3 as ID number, you can refer this item using <nowiki>[[Quiz.3]]</nowiki> in your calculation.

Below the calculation field there is a list of your course grade categories and grade items. Next to each item or category's total there is the ID number you can use in your calculation (already surrounded with the required double square brackets).

However, since ID numbers are optional, some items may not yet have one. Each item without ID number have a form field that you can use to enter its ID number directly. As soon as you have assigned the ID numbers you need, you must click the "Add ID numbers" button; the page will reload and show you the same list including the ID numbers you have just assigned. Now you can use them in your grade calculation.

'''Note''': Moodle does not allow calculations involving no ID numbers.
==Calculation functions==
Every grade calculation must start with an equal sign (=) followed by an expression using operators and functions supported by the system.
All common arithmetic operators are supported
* addition, using the plus (+) sign
* subtraction, using the minus (-) sign
* multiplication, using the asterisk (*) character
* division, using the slash (/) character
* exponentiation, using the caret (^) character
with their usual evaluation precedence rules: exponentiations are evaluated first, then multiplications and divisions are performed, finally additions and subtraction are carried out; so, the expression =1+2-3*4/5^6 gives almost 3 (2,999232). Different precedences can be forced using round parentheses, as in the expression =((((1+2)-3)*4)/5)^6 which yields 0.

Functions can also appear in expressions, using a separator between their arguments listed within round brackets.
<div class="alert alert-danger">Important:
<ul><li>For the English language pack this separator is a comma (,).</li>
<li>For other [[Language|languages]] the separator could be a different character, for example a semicolon (;).</li></ul></div>
* average<nowiki>([[item1]], [[item2]]...)</nowiki>: Returns the average of the values in a list of arguments
* ceil(number): Maps a real number to the smallest following integer
* floor(number): Maps a real number to the largest previous integer
* if<nowiki>([[item1]], [[item2]], [[item3]]):</nowiki> Evaluates the first argument (condition) and returns the second argument if the condition is not zero (true condition) and returns the third argument if the condition is zero (false condition).
* max<nowiki>([[item1]], [[item2]]...)</nowiki>: Returns the maximum value in a list of arguments
* min<nowiki>([[item1]], [[item2]]...)</nowiki>: Returns the minimum value in a list of arguments
* mod(dividend, divisor): Calculates the remainder of a division
* pi(): Returns the value of the number Pi (3.14159265...)
* power(base, exponent): Raises a number to the exponent power (this is the same as base^exponent)
* round(number, count): Rounds number to count decimal digits
* sum<nowiki>([[item1]], [[item2]]...)</nowiki>: Returns the sum of all arguments (this is the same as <nowiki>[[item1]]+[[item2]]+...</nowiki>
Many other mathematical functions are also supported:
* sin()
* sinh()
* arcsin()
* asin()
* arcsinh()
* asinh()
* cos()
* cosh()
* arccos()
* acos()
* arccosh()
* acosh()
* tan()
* tanh()
* arctan()
* atan()
* arctanh()
* atanh()
* sqrt()
* abs()
* ln()
* log()
* exp()
==Example calculations==
* <nowiki>=max([[Quiz.1]], [[Quiz.4]], [[Assignment.1]])</nowiki> - Returns the maximum value of the grades referred by Quiz.1, Quiz.4 and Assignment.1
* <nowiki>=average(max([[Quiz.1]], [[Quiz.4]], [[Assignment.1]]), min([[Quiz.1]], [[Quiz.4]], [[Assignment.1]]))</nowiki> - Returns the average of the maximum and the minimum values among Quiz.1, Quiz.4 and Assignment.1 (functions can be nested)
* <nowiki>=sum([[item1]]*0.3, [[item2]]*0.6, [[item3]]*2)</nowiki> - Returns a weighted grade sum where item1 is weighted 30%, item2 is weighted at 60% and item3 is weighted at 200%
* <nowiki>=if([[midtermexam]]>=5, [[midtermexam]]+[[lab]], 0)</nowiki> - Returns the sum of midtermexam and lab items if the midtermexam grade is 5 of more, and 0 otherwise. This is a very handy way of dealing with conditional evaluation in a course.
* <nowiki>=if(AND([[item1]]>=5, [[item2]]>=5), ([[item1]]+[[item2]])/2, 0)</nowiki> - Returns the average of item1 and item2 if both have 5 of more, and 0 otherwise. This is a very handy way of dealing with sine qua non activities.
==Calculations when user language is not English==
Calculations and formulas use decimal and list separators as defined in the [https://docs.moodle.org/dev/Translation_langconfig langconfig.php] file of each [[Language packs|language pack]].

The [[Decimal separator|decimal separator]] (the symbol used to mark the boundary between the integral and the fractional parts of a decimal number) is a point (.) in English. In other languages it may be a comma (,).

Analogously, the list separator (the symbol used to separate the items within a list, such as the arguments of a function) is a comma (,) in English. In other languages it may be a semicolon (;).
==See also==
*[http://www.youtube.com/watch?v=WKUGyzAXcyA Video on how to set up calculations in the gradebook (basic)]
*[http://www.youtube.com/watch?v=VBEj8mmu8lM Video on how to set up calculations in the gradebook (advanced)]
[[ca:grade/edit/tree/calculation]]
[[es:Cálculos de calificación]]
[[fr:Calcul de note]]
[[ru:Формулы и вычисления оценок]]
[[ja:評定計算]]
[[de:Bewertungen berechnen]]

Grade settings

2023-05-11T11:54:09Z

Tsala: update

{{Grades}}
==Course grade settings==

[[File:grade settings.PNG|thumb|Course grade settings]]Course grade settings determine how the gradebook appears for all participants in the course.

To go to course grade settings from the course page, click the Grades tab then select 'Course grade settings' in the dropdown menu.

The default course grade settings are set by an administrator in ''Site administration > Grades''.

==Grader report preferences==

[[File:Grader report preferences.png|thumb|Grader report preferences]]Teachers can set their preferences for the grader report via 'My preferences'. These settings apply to all courses for that teacher. The teacher may change them at any time.

For example, it's possible to set the grader report to only show active participants or all participants (including suspended users) from the ''Show only active enrolments'' setting. Users may be suspended from the course by changing their status via the [[Participants]] page. The user's role must not be removed when suspending the user or they will not show up in the grader report even if the "Show only active enrolments" option is set to "No."

The default grader report preferences are set by an administrator in ''Site administration > Grades > Report settings > Grader report''.

The default number of students per page (''grade_report_studentsperpage'') can safely be increased without any loss of data when grading large numbers of students with many assignments.

==Site administration settings==

Default values for all grade settings can be set by an administrator. The easiest way to do so is to log in as admin then browse a course gradebook and follow the 'Change defaults' links.

The following additional grade settings can be found in ''Site administration > Grades > General settings''. The settings will affect all gradebooks used by all teachers.

===Graded Roles===

Graded roles are the type of user that will appear in the gradebook. Most of the time "student" is the only one needed.

===User profile report===

The default user profile report setting has just one option, 'User report', unless a custom user report has been added to the site.

Teachers can view the user reports for all or selected students in the course via the Grades tab then selecting 'User report' in the dropdown menu.

===Include scales in aggregation===
Scales can be included as numbers in all aggregated grades across all gradebooks in all courses. Changing this setting will force all aggregated grades to be recalculated.

If this is checked (and it is by default) then all custom scales will have a corresponding value that is assigned based on the number of options in the scale (i.e. three values will have values of 1,2,3) and this will be included in the grade aggregation.

===Enable publishing===

Grade publishing is a way of importing and exporting grades via a URL without being logged in to Moodle. Grade publishing is intended for administrators or managers only. Security implications should be thoroughly considered before allowing other users to publish grades. Grade publishing is controlled by the following capabilities:

*[[Capabilities/gradeexport/ods:publish|Publish ODS grade export]]
*[[Capabilities/gradeexport/txt:publish|Publish TXT grade export]]
*[[Capabilities/gradeexport/xls:publish|Publish XLS grade export]]
*[[Capabilities/gradeexport/xml:publish|Publish XML grade export]]
*[[Capabilities/gradeimport/xml:publish|Publish import grades from XML]]

Grade publishing may be enabled by checking the gradepublishing box. If enabled, administrators and users with the required capabilities (by default the role of manager only) are provided with [[grade export]] publishing settings in each course gradebook.

===Recover grades default===

When [[Enrolled users|manually enrolling]] a student in a course, there is an option 'Recover user's old grades if possible', however this checkbox is easy to miss. Enabling 'Recover grades default' (recovergradesdefault) in Site administration > Grades > General settings results in 'Recover user's old grades if possible' being ticked for every course.

When this setting is enabled, the grades will be automatically recovered on re-enrollment with any enrollment method, not just manual - such as "Cohort sync", "Self-enrolment", etc. including the 3rd party enrollment plugins.

Please note that grades are recovered from the grade history. If the grade history is disabled, the grades recovery will not work even if enabled.

[[File:enrol users enrolment options.png]]

===Unlimited grades===
Teachers can enter grades over 100% directly in the gradebook if the ''unlimitedgrades'' setting is enabled.

===Grade point maximum/Grade point default===

The administrator can set here the maximum point value in activities, and also the default point value which will appear when a teacher uses points for activities in their course. (Both these are set to 100 initially)

[[File:gradepointmaxdefault.png]]

==Grade capabilities==

*[[Capabilities/moodle/grade:edit|Edit grades]]
*[[Capabilities/moodle/grade:export|Export grades]]
*[[Capabilities/moodle/grade:hide|Hide/unhide grades or items]]
*[[Capabilities/moodle/grade:import|Import grades]]
*[[Capabilities/moodle/grade:lock|Lock grades or items]]
*[[Capabilities/moodle/grade:manage|Manage grade items]]
*[[Capabilities/moodle/grade:managegradingforms|Manage advanced grading methods]]
*[[Capabilities/moodle/grade:manageletters|Manage grade letters]]
*[[Capabilities/moodle/grade:manageoutcomes|Manage grade outcomes]]
*[[Capabilities/moodle/grade:unlock|Unlock grades or items]]
*[[Capabilities/moodle/grade:view|View own grades]]
*[[Capabilities/moodle/grade:viewall|View grades of other users]]
*[[Capabilities/moodle/grade:viewhidden|View hidden grades for owner]]

[[de:Bewertungseinstellungen]]
[[es:Configuraciones de calificación]]
[[fr:Paramètres de notes]]

Upgrading

2023-05-01T14:54:35Z

Tsala: /* Possible issues that may affect you in Moodle {{Version}} */ Indentation on the course page (4.1.3 onwards)

{{Installing Moodle}}
''This page explains in detail how to upgrade Moodle. For a summary of the process, see [[Upgrade overview]].''
==Check the requirements==
Before upgrading, check that your server meets all requirements for {{Version}} in ''Site administration > Server > [[Environment]]''.

See the [{{Release notes}} release notes] in the dev docs for both [{{Release notes}}#Server_requirements server] and [{{Release notes}}#Client_requirements client] software requirements.

Notes:
* You can only upgrade to Moodle {{Version}} from Moodle 3.9 or later. If upgrading from earlier versions, you must [https://docs.moodle.org/39/en/Upgrading_to_Moodle_3.9 upgrade to 3.9] as a first step.

==Before upgrading==
'''We advise that you test the upgrade first on a COPY of your production site, to make sure it works as you expect.'''

Consider setting the [[Upgrade key|upgrade key]] for your site.
== Backup important data ==
There are three areas that should be backed up before any upgrade:
#Moodle software (For example, everything in server/htdocs/moodle)
#Moodle uploaded files (For example, server/moodledata)
#Moodle database (For example, your Postgres or MySQL database dump)
See [[Site backup]] for more specific information.
== Check for plugin updates ==
If you have [[Automatic updates deployment]] enabled, you will be able to update installed plugins automatically during the upgrade. Just make sure you check for available updates (via the button for it) at the Plugins check screen.

If you are updating plugins manually, it is a good moment now to check in the [http://moodle.org/plugins Moodle Plugins directory] whether there is a {{Version}} version available for any plugins (including themes) that you have previously installed on your site. If so, download the plugin package. In the next step, you will copy it to the appropriate location in your Moodle code (see [[Installing plugins]]).

The upgrade of the plugin will then happen as part of the Moodle upgrade process.

If an out-of-date plugin causes your upgrade to fail, you can usually delete the plugin code rather than uninstalling it from within Moodle so that the data associated with it is not deleted.
==Put your site into maintenance mode==
Before you begin upgrading your site, you should put it into [[Maintenance_mode | maintenance mode]] to stop any non-admin users from logging in. Then you should wait for any currently running cron processes to complete before proceeding.
== Install the new Moodle software ==
You can download the latest release from [https://download.moodle.org/ Moodle downloads].
=== Standard install package ===
# Move your old Moodle software program files to another location. ''Do NOT copy new files over the old files.''
# Unzip or unpack the upgrade file so that all the new Moodle software program files are in the location the old files used to be in on the server. Moodle will adjust SQL and moodledata if it needs to in the upgrade.
# Copy your old [[Configuration file|config.php file]] back to the new Moodle directory.
# As mentioned above, if you had installed any plugins on your site you should add them to the new code tree (Moodle directory structure) now. It is important to check that you get the correct version for your new version of Moodle. Be particularly careful that you do not overwrite any code in the new version of Moodle and that you place the plugin folders in the correct directory (the same directory that they are in in the current installation.)
# Your moodledata folder should be located separately to your Moodle code folder and, as such, should not need anything done to it. Moodle 3.0 will throw a warning if it is located in a web accessible folder and the moodledata should never be located in the Moodle code folder. If you are moving your installation to a new server or new location on your server, then you will need to follow the [[Migration]] documents.
====Linux====
mv moodle moodle.backup
tar xvzf moodle-latest-{{Version}}.tgz
Next, copy across your config.php, any custom plugins, and your .htaccess file if you created one ('''check that custom plugins are the correct version for your new Moodle first'''):
cp moodle.backup/config.php moodle
cp -pr moodle.backup/theme/mytheme moodle/theme/mytheme
cp -pr moodle.backup/mod/mymod moodle/mod/mymod
Don't forget to make moodle/config.php (and the rest of the source code) readable by your www server. For maximum security the files should not be writeable by your server. This is especially important on a 'production' server open to the public internet.
chown -R root:root moodle (Linux debian - or even create a user especially for moodle. '''Don't''' use the web server user, e.g. www-data)
chmod -R 755 moodle
If you use cron, take care that cron.php is executeable and uses the correct php command:
chmod 740 admin/cli/cron.php (some configurations need chmod 750 or chmod 755)
copy the first line from cron.php (if it looks like '#!/usr/local/bin/php' or '#!/usr/local/bin/php5.3', no need to copy '<?php')
if necessary. However, for a simple upgrade, there should be no need to change anything with cron.
=== Using Git ===
You can use Git for updating or upgrading your Moodle. See [[Git for Administrators]] for details.
===Command line upgrade===
On Linux servers, Moodle {{Version}} supports running the [[CLI|upgrade from the command line]], rather than through a web browser. This is likely to be more reliable, particularly for large sites.
== Finishing the upgrade ==
The last step is to trigger the upgrade processes within Moodle.

If you put your site into Maintenance mode earlier; take it out now!

To do this just go to ''Site administration > Notifications''.

Moodle will automatically detect the new version and perform all the SQL database or file system upgrades that are necessary. If there is anything it can't do itself (very rare) then you will see messages telling you what you need to do.

Assuming all goes well (no error messages) then you can start using your new version of Moodle and enjoy the new features!

Note: If you are running multiple servers then you should purge all caches manually (via ''Site administration > Development > Purge all caches'') after completing the upgrade on all servers.
===Fatal error: Maximum execution time of 30 seconds exceeded...===
If your server uses a main language other than English, you may encounter a 'Fatal error: Maximum execution time of 30 seconds exceeded' when you try to upgrade it. You can increase max_execution_time = 160 on php.ini to allow the scripts enough time to process the language update. Otherwise, you can switch to English as the default language before doing the upgrade and back to your original language after a successful upgrade. See the forum discussion at https://moodle.org/mod/forum/discuss.php?d=119598.
==After upgrading==
{{Note|If BigBlueButtonBN was previously installed, because the recordings are processed asynchronously in the background, the data migration starts after the Moodle upgrade has been completed.

This means that in large deployments (with many recordings), the process may take some time (it can be hours) and therefore recordings may not be displayed immediately. But they are still there.}}
==Possible issues that may affect you in Moodle {{Version}}==

===Indentation on the course page (4.1.3 onwards)===

Teachers, and other users with the manage activities capability, can indent items on the course page for courses in Topics or Weekly format. This feature is enabled by default in new 4.1.3 sites.

If you are upgrading from 4.0 or an earlier 4.1 version, to enable the feature go to ''Site administration > Plugins > Topics formats'' and tick 'Allow indentation on course page'. Do the same for Weekly format. If required, you can reset indentation previously set for each course format.

If you are upgrading for 3.11, the feature is enabled. However, in 4.1.3 you can only indent items one place to the right (or left for right-to-left languages).

=== XMLRPC ===
* The installation of the '''XMLRPC PHP extension''' is not needed for Moodle 4.1 core anymore. All [[MNet]] features continue working exactly the same, but using a PHP library instead (see MDL-76055 for details).
* If you were using the '''webservice_xmlrpc''' plugin for integrations with other systems, be warned that it has been removed from core for Moodle 4.1 (see MDL-76052 for details). It's now available @ https://github.com/moodlehq/moodle-webservice_xmlrpc and has been also published in the [https://moodle.org/plugins/webservice_xmlrpc Plugins directory]. Note that, if you want to continue using this plugin, then you will need, '''before starting the upgrade process''', to:
*# Install the '''XMLRPC PHP extension''', the webservice requires it.
*# Install the '''webservice_xmlrpc plugin''', from the links in the previous paragraph, into the <tt>webservice/xmlrpc</tt> directory.
*# Then, and only then, start the upgrade process.

=== New plugins in Moodle {{Version}} ===
====BigBlueButton====
{{Note|For recordings to work properly, [https://docs.moodle.org/401/en/Cron Cron] Jobs must be enabled. Also, if you are using [https://github.com/blindsidenetworks/scalelite ScaleLite] for load balancing your BigBlueButton servers, make sure you are running the latest release of ScaleLite.}}
BigBlueButtonBN has been [https://moodle.org/plugins/mod_bigbluebuttonbn contributed plugin] for more than 10 years. It enables Moodle to interoperate with a BigBlueButton server and it is part of Moodle 4.0 as a core plugin. For more details see [https://docs.moodle.org/401/en/BigBlueButton BigBlueButton in Moodle 4.0]
When upgrading to Moodle 4.0, there are two possible scenarios.
===== BigBlueButtonBN was not installed =====
If the plugin was never installed, there are only two considerations to make.
* BigBlueButton is disabled by default. Administrators must enable it from Site administration > Plugins > Manage activities and then check the box to accept the data processing agreement.
* BigBlueButton is an external service. The plugin comes pre-configured with a Free Tier Hosting that comes with some restrictions.
===== BigBlueButtonBN was already installed =====
If the plugin was already installed, and the steps were followed correctly, the upgrade should be completed normally. But there are also some considerations to make.
* BigBlueButton may be disabled by default. If this is the case Administrators must enable it from Site administration > Plugins > Manage activities and then check the box to accept the data processing agreement.
* BigBlueButton is an external service. The plugin will only change the BigBlueButton credentials if the former Free Tier Hosting `https://test-install.blindsidenetworks.com/bigbluebutton/` was used. If it was not, then the existing service will still be the same.
===== General consideration =====
Regardless of the scenario, there is one general consideration

BigBlueButton is still the repository for recordings, but the metadata is now stored in Moodle, so instead of making a getRecording requests each time a BigBlueButton activity is displayed, the view is entirely populated with Moodle data. While this makes the code more efficient, it also means that every recording needs to be processed as part of the upgrade.
# For recordings to work properly, cron jobs must be enabled
# Since the recording are processed asynchronously in the background, the data migration starts after the Moodle upgrade has been completed. This means that in in large deployments (with many recordings), the recordings may take some time (it can be hours) to be processed and therefore to be displayed as part of the activities.

The details of the process can be checked in the cron job logs.

And remember that if the Plugin was not uninstalled, and the pre-existing rooms are there, the recordings are still referenced. Nothing is lost even if they are not shown immediately. They only need to be migrated.

Additionally, when using Scalelite as the Load Balancer for BigBlueButton, make sure the [https://github.com/blindsidenetworks/scalelite/releases/tag/v1.3.4 latest version] is deployed. With any other Load Balancer, make sure the BigBlueButton service updateRecordings is correctly implemented. Otherwise the migration will not be completed.
===Custom user tours===
If you have created any custom user tours where the URLs do not end in a % symbol (for example '/course/view.php'), these will no longer appear when viewing a page which has extra text at the end of the URL, such as /course/view.php?id=123. To make these tours work again, add a % to the end of the URL ('/course/view.php%'). The % symbol was always supposed to be necessary, but due to a bug in earlier versions, was previously not required.
===New capabilities in Moodle {{Version}}===
* gradereport/summary:view
* tiny/h5p:addembed
* tiny/recordrtc:recordaudio
* tiny/recordrtc:recordvideo

==Removed capabilities ==
* webservice/xmlrpc:use

=== Moodle 3.9, 3.10, 3.11 and 4.0 upgrading notes ===
Depending on which version you are upgrading from, please see the section 'Possible issues that may affect you' in the documentation:
* [https://docs.moodle.org/39/en/Upgrading Upgrading to Moodle 3.9]
* [https://docs.moodle.org/310/en/Upgrading Upgrading to Moodle 3.10]
* [https://docs.moodle.org/311/en/Upgrading Upgrading to Moodle 3.11]
* [https://docs.moodle.org/400/en/Upgrading Upgrading to Moodle 4.0]

==Any questions about the process?==
Please post in the [https://moodle.org/mod/forum/view.php?id=28 Installing and upgrading help forum] on moodle.org.
==See also==
* [[dev:Moodle {{Version}} release notes|Moodle {{Version}} release notes]]
* [https://moodle.org/mod/forum/discuss.php?d=393570 Problem accessing dropdown such as personal profile since 3.8 (20191118) update] forum discussion
[[es:Actualización de moodle]]
[[fr:Mise à jour]]
[[ja:Moodleをアップグレードする]]
[[de:Aktualisierung von Moodle]]

question/bank/importquestions/import

2023-03-24T14:42:09Z

Tsala: redirect

#redirect [[Import questions]]

Grade aggregation

2023-01-16T08:10:12Z

Tsala: /* Mode of grades */ formatting

{{Grades}}
The aggregation dropdown menu lets you choose the aggregation strategy used to calculate the overall grade of a [[Grade categories|grade category]]. The different options are explained below.

Note: if you have only one aggregation type on your menu, 'Natural,' you will need to add others. See the [[Grade_aggregation#Available_aggregation_types_menu|Available aggregation types menu]] section below.

== Aggregation strategy ==

All grades are first converted to percentage values (interval from 0 to 1), then aggregated using one of the strategies below and finally converted to the associated category item's range (between Minimum grade and Maximum grade). In the following, we assume that all Minimum grades are equal to 0.

'''Important''': An "empty grade" is a missing gradebook entry and could mean different things. For example, it could be a participant who hasn't yet submitted an assignment, an assignment submission not yet graded by the teacher, or a grade that the gradebook administrator has manually deleted. Caution in interpreting these "empty grades" is thus advised.

== Mean of grades ==
In yields the sum of all grades divided by the total number of grades.
For instance: assume a category A (with a Maximum grade equal to 100) includes three items, A1, A2 and A3 (with maximum grades equal to 100, 80 and 10, respectively); if a student scores A1=70, A2=20 and A3=10, then we have the following grade calculation for A:
A1 -->70/100=0.7, A2 --> 20/80=0.25, A3 -->10/10=1
A: (0.7 + 0.25 + 1.0)/3 = 0.65 --> 65/100 --> 65 (the maximum grade for category A is 100).

== Weighted mean ==
Each grade item can be given a weight to change its importance in the overall mean. In simple terms, the category "total" will be equal to the sum of the scores in each grade item, each multiplied by its grade weight, and that sum is finally divided by the sum of all weights. This is shown in the following example (with the same assumptions as the previous case).
A1: 70 out of 100 weight 10, A2: 20 out of 80 weight 5, A3: 10 out of 10 weight 3, category A: maximum grade 100
A1 -->70/100=0.7, A2 --> 20/80=0.25, A3 -->10/10=1
A: (0.7*10 + 0.25*5 + 1.0*3)/(10 + 5 + 3) = 0.625 --> 62.5/100 --> 62.5 (out of 100)

== Simple weighted mean ==
The difference from the Weighted mean is that the weight of each item is its Maximum grade.
For instance, using the same assumptions of the first case:
A1 --> 70/100, A2 --> 20/80 = 0.25 A3 --> 10/10, category max 100:
A: (0.7*100 + 0.25*80 + 1.0*10)/(100 + 80 + 10) = 0.526 --> 52.6/100 --> 52.6 (out of 100)

When the "Simple weighted mean" aggregation strategy is used, a grade item can act as Extra credit for the category. This means that the grade item's maximum grade will not be added to the category total's maximum grade, but the item's grade will. For example, if A3 is marked as extra credit in the above calculation:
A1 --> 70/100, A2 --> 20/80 = 0.25, A3 (extra credit) 10/10, category max 100:
A: (0.7*100 + 0.25*80 + 1.0*10)/(100 + 80) = 0.556 --> 55.6/100 --> 55.6 (out of 100)

== Mean of grades (with extra credits) ==
Arithmetic mean with a twist. An old, now unsupported, aggregation strategy is provided here only for backward compatibility with old activities.

A value greater than 0 treats a grade item's grades as extra credit during aggregation. The number is a factor by which the grade value will be multiplied before it is added to the sum of all grades, but the item itself will not be counted in the division. For example:

* Item 1 is graded 0-100, and its "Extra credit" value is set to 2
* Item 2 is graded 0-100, and its "Extra credit" value is left at 0
* Item 3 is graded 0-100, and its "Extra credit" value is left at 0
* All three items belong to Category 1, which has "Mean of grades (with extra credits)" as its aggregation strategy
* A student gets graded 20 on Item 1, 40 on Item 2 and 70 on Item 3
* The student's total for Category 1 will be 95/100 since 20*2 + (40 + 70)/2 = 95

== Median of grades ==
The middle value (or the mean of the two middle values) when percentages (the ratios between grades and their maximum values) are arranged in order of value. The advantage over the mean is that it is not affected by outliers (grades which are uncommonly far from the mean).
A1 70/100, A2 20/80, A3 10/10, category max 100:
A: median(0.7, 0.25, 1.0) --> 0.70 --> 70/100

== Lowest grade ==
The result is the smallest grade after [https://en.wikipedia.org/wiki/Normalization_(statistics) normalisation]. It is usually used in combination with Aggregate only non-empty grades.
A1 70/100, A2 20/80, A3 10/10, category max 100:
min(0.7, 0.25, 1.0) = 0.25 --> 25/100

== Highest grade ==
The result is the highest grade after [https://en.wikipedia.org/wiki/Normalization_(statistics) normalisation].
A1: 70/100, A2; 20/80, A3: 10/10, category max 100:
A: max(0.7, 0.25, 1.0) = 1.0 --> 100/100

== Mode of grades ==
The mode is the [https://en.wikipedia.org/wiki/Normalization_(statistics) normalised] grade that occurs the most frequently. It is often used for non-numerical grades. The advantage over the mean is that it is not affected by outliers (grades which are uncommonly far from the mean). However, it loses its meaning once there is more than one most frequently occurring grade (only one is kept) or when all the grades differ.
A1 70/100, A2 35/50, A3 20/80, A4 10/10, A5 7/10 category max 100:
A: mode(0.7, 0.7, 0.25, 1.0, 0.7) = 0.7 --> 70/100

== Natural ==

This is the sum of all grade values, scaled by relative weights. The Maximum grade of the category is the sum of the maximums of all aggregated items.
A1 70/100, A2 20/80, A3 10/10, without forcing weights:
A: (70 + 20 + 10)/(100 + 80 + 10) --> 100/190

'''Note''': Scale grades are ignored.

When the "Natural" aggregation strategy is used, a grade item can act as Extra credit for the category. This means that the grade item's maximum grade will not be added to the category total's maximum grade, but the item's grade will. Following is an example:

* Item 1 is graded 0-100
* Item 2 is graded 0-75
* Item 1 has the "Act as extra credit" checkbox ticked; Item 2 doesn't.
* Both items belong to Category 1, which has "Natural" as its aggregation strategy
* Category 1's total will be graded 0-75
* A student gets graded 20 on Item 1 and 70 on Item 2
* The student's total for Category 1 will be 75/75 (20+70 = 90 but Item 1 only acts as extra credit, so it brings the total to its maximum)

Natural aggregation functions as a sum of grades when the weight boxes are left alone. In this situation, the numbers in the weight boxes are informational and represent the effective weights in the sum. Natural aggregation can also function as a mean of grades when the weight boxes are checked and then adjusted so that the weights are equal across a set of items in a category or a set of categories. Items can still be marked as "Extra credit" while using the weights to calculate a mean and contribute to the total for the category.

==Available aggregation types menu==
[[Image:availableaggregationtypes1.png|thumb|Available aggregation types setting]]

By default, the only available aggregation type is 'Natural.'

To choose any of the other types in a course, other aggregation types must be made available in ''Site administration > Grades > Grade category settings > Available aggregation types''.

The default is 'Natural,' but the administrator can specify other types from ''Site administration >administration > Grades > [[Grade category settings]] > Aggregation''. This default can be set to Forced or Advanced.

Note that reducing the number of aggregation types simply results in disabled aggregation types not appearing in the aggregation type dropdown menu. All existing grade category calculations remain the same, regardless of whether an administrator later disables the aggregation type.

[[ca:Agregació de les categories]]
[[fr:Tendance centrale de la catégorie]]
[[es:Agregación de categoría]]
[[de:Bewertungen zusammenfassen]]
[[pt-br:Agregação de Notas]]

Grade aggregation

2023-01-16T08:09:10Z

Tsala: /* Smallest grade */ name change to Lowest grade

{{Grades}}
The aggregation dropdown menu lets you choose the aggregation strategy used to calculate the overall grade of a [[Grade categories|grade category]]. The different options are explained below.

Note: if you have only one aggregation type on your menu, 'Natural,' you will need to add others. See the [[Grade_aggregation#Available_aggregation_types_menu|Available aggregation types menu]] section below.

== Aggregation strategy ==

All grades are first converted to percentage values (interval from 0 to 1), then aggregated using one of the strategies below and finally converted to the associated category item's range (between Minimum grade and Maximum grade). In the following, we assume that all Minimum grades are equal to 0.

'''Important''': An "empty grade" is a missing gradebook entry and could mean different things. For example, it could be a participant who hasn't yet submitted an assignment, an assignment submission not yet graded by the teacher, or a grade that the gradebook administrator has manually deleted. Caution in interpreting these "empty grades" is thus advised.

== Mean of grades ==
In yields the sum of all grades divided by the total number of grades.
For instance: assume a category A (with a Maximum grade equal to 100) includes three items, A1, A2 and A3 (with maximum grades equal to 100, 80 and 10, respectively); if a student scores A1=70, A2=20 and A3=10, then we have the following grade calculation for A:
A1 -->70/100=0.7, A2 --> 20/80=0.25, A3 -->10/10=1
A: (0.7 + 0.25 + 1.0)/3 = 0.65 --> 65/100 --> 65 (the maximum grade for category A is 100).

== Weighted mean ==
Each grade item can be given a weight to change its importance in the overall mean. In simple terms, the category "total" will be equal to the sum of the scores in each grade item, each multiplied by its grade weight, and that sum is finally divided by the sum of all weights. This is shown in the following example (with the same assumptions as the previous case).
A1: 70 out of 100 weight 10, A2: 20 out of 80 weight 5, A3: 10 out of 10 weight 3, category A: maximum grade 100
A1 -->70/100=0.7, A2 --> 20/80=0.25, A3 -->10/10=1
A: (0.7*10 + 0.25*5 + 1.0*3)/(10 + 5 + 3) = 0.625 --> 62.5/100 --> 62.5 (out of 100)

== Simple weighted mean ==
The difference from the Weighted mean is that the weight of each item is its Maximum grade.
For instance, using the same assumptions of the first case:
A1 --> 70/100, A2 --> 20/80 = 0.25 A3 --> 10/10, category max 100:
A: (0.7*100 + 0.25*80 + 1.0*10)/(100 + 80 + 10) = 0.526 --> 52.6/100 --> 52.6 (out of 100)

When the "Simple weighted mean" aggregation strategy is used, a grade item can act as Extra credit for the category. This means that the grade item's maximum grade will not be added to the category total's maximum grade, but the item's grade will. For example, if A3 is marked as extra credit in the above calculation:
A1 --> 70/100, A2 --> 20/80 = 0.25, A3 (extra credit) 10/10, category max 100:
A: (0.7*100 + 0.25*80 + 1.0*10)/(100 + 80) = 0.556 --> 55.6/100 --> 55.6 (out of 100)

== Mean of grades (with extra credits) ==
Arithmetic mean with a twist. An old, now unsupported, aggregation strategy is provided here only for backward compatibility with old activities.

A value greater than 0 treats a grade item's grades as extra credit during aggregation. The number is a factor by which the grade value will be multiplied before it is added to the sum of all grades, but the item itself will not be counted in the division. For example:

* Item 1 is graded 0-100, and its "Extra credit" value is set to 2
* Item 2 is graded 0-100, and its "Extra credit" value is left at 0
* Item 3 is graded 0-100, and its "Extra credit" value is left at 0
* All three items belong to Category 1, which has "Mean of grades (with extra credits)" as its aggregation strategy
* A student gets graded 20 on Item 1, 40 on Item 2 and 70 on Item 3
* The student's total for Category 1 will be 95/100 since 20*2 + (40 + 70)/2 = 95

== Median of grades ==
The middle value (or the mean of the two middle values) when percentages (the ratios between grades and their maximum values) are arranged in order of value. The advantage over the mean is that it is not affected by outliers (grades which are uncommonly far from the mean).
A1 70/100, A2 20/80, A3 10/10, category max 100:
A: median(0.7, 0.25, 1.0) --> 0.70 --> 70/100

== Lowest grade ==
The result is the smallest grade after [https://en.wikipedia.org/wiki/Normalization_(statistics) normalisation]. It is usually used in combination with Aggregate only non-empty grades.
A1 70/100, A2 20/80, A3 10/10, category max 100:
min(0.7, 0.25, 1.0) = 0.25 --> 25/100

== Highest grade ==
The result is the highest grade after [https://en.wikipedia.org/wiki/Normalization_(statistics) normalisation].
A1: 70/100, A2; 20/80, A3: 10/10, category max 100:
A: max(0.7, 0.25, 1.0) = 1.0 --> 100/100

== Mode of grades ==
The mode is the [[https://en.wikipedia.org/wiki/Normalization_(statistics) normalisation] normalised] grade that occurs the most frequently. It is often used for non-numerical grades. The advantage over the mean is that it is not affected by outliers (grades which are uncommonly far from the mean). However, it loses its meaning once there is more than one most frequently occurring grade (only one is kept) or when all the grades differ.
A1 70/100, A2 35/50, A3 20/80, A4 10/10, A5 7/10 category max 100:
A: mode(0.7, 0.7, 0.25, 1.0, 0.7) = 0.7 --> 70/100

== Natural ==

This is the sum of all grade values, scaled by relative weights. The Maximum grade of the category is the sum of the maximums of all aggregated items.
A1 70/100, A2 20/80, A3 10/10, without forcing weights:
A: (70 + 20 + 10)/(100 + 80 + 10) --> 100/190

'''Note''': Scale grades are ignored.

When the "Natural" aggregation strategy is used, a grade item can act as Extra credit for the category. This means that the grade item's maximum grade will not be added to the category total's maximum grade, but the item's grade will. Following is an example:

* Item 1 is graded 0-100
* Item 2 is graded 0-75
* Item 1 has the "Act as extra credit" checkbox ticked; Item 2 doesn't.
* Both items belong to Category 1, which has "Natural" as its aggregation strategy
* Category 1's total will be graded 0-75
* A student gets graded 20 on Item 1 and 70 on Item 2
* The student's total for Category 1 will be 75/75 (20+70 = 90 but Item 1 only acts as extra credit, so it brings the total to its maximum)

Natural aggregation functions as a sum of grades when the weight boxes are left alone. In this situation, the numbers in the weight boxes are informational and represent the effective weights in the sum. Natural aggregation can also function as a mean of grades when the weight boxes are checked and then adjusted so that the weights are equal across a set of items in a category or a set of categories. Items can still be marked as "Extra credit" while using the weights to calculate a mean and contribute to the total for the category.

==Available aggregation types menu==
[[Image:availableaggregationtypes1.png|thumb|Available aggregation types setting]]

By default, the only available aggregation type is 'Natural.'

To choose any of the other types in a course, other aggregation types must be made available in ''Site administration > Grades > Grade category settings > Available aggregation types''.

The default is 'Natural,' but the administrator can specify other types from ''Site administration >administration > Grades > [[Grade category settings]] > Aggregation''. This default can be set to Forced or Advanced.

Note that reducing the number of aggregation types simply results in disabled aggregation types not appearing in the aggregation type dropdown menu. All existing grade category calculations remain the same, regardless of whether an administrator later disables the aggregation type.

[[ca:Agregació de les categories]]
[[fr:Tendance centrale de la catégorie]]
[[es:Agregación de categoría]]
[[de:Bewertungen zusammenfassen]]
[[pt-br:Agregação de Notas]]

Quiz statistics report

2022-12-22T10:23:43Z

Tsala: /* Quiz structure analysis */ Facility Index improved wording thanks to Tim's comment in MDL-20862

{{Quiz reports}}
The '''quiz statistics report''' may be viewed by clicking the Quiz and then from ''Quiz navigation > Results'', selecting ''Statistics'' from the dropdown menu, or if using a non-Boost based theme, accessing ''Administration > Quiz administration> Results > Statistics''

This report gives a statistical (psychometric) analysis of the quiz, and the questions within it. The top section of this report gives a summary of the whole quiz. The next section gives an analysis showing all questions in a table format. There are links in this section to edit individual questions or drill down into a detailed analysis of a particular question. The last section of this report is a bar graph of the percentage of correct answers (Facility index) and the Discriminative efficiency index.

The full report (overview, and detailed analysis of all questions) can be downloaded in a variety of formats, as can the quiz structure analysis table.
==Reasons to look at the statistics report==
The Quiz statistics report provides something for both the data scientist or mathematician as well as the everyday teacher that can help them learn about how well the quiz is helping students.
===Finding 'broken' questions===
If everything is working well the students who achieve a high mark on the whole quiz are more likely to get each question correct. If a mistake was made when creating a question then this pattern may be disrupted. For example, when configuring a multiple choice question the correct response option was to be incorrectly configured to have a zero mark, while a distractor (wrong response option) was to be set to earn full marks. In this scenario the better students who achieve a higher overall quiz mark are more likely to select the correct answer, however due to the incorrectly configured question will get marked wrong on that question. This type of problem may show up in the 'Discrimination index' column as a small number. However, a broken question is not the only cause of a low Discrimination index, therefore further investigation is required. Moodle will highlight low values in the Discrimination index column with a red background.

'''Tip: look down the 'Discrimination index' column. If any numbers there are small, then investigate that question.'''

If you find a 'broken' question, there are various options. You may be able to edit the question and then regrade the quiz to fix the problem (but be very careful editing questions after they were attempted.) Or, you could to go to the Edit quiz page, and set the mark for that question to 0 (zero-weight it).
===Ensuring that random variants are fair===
There are lots of different ways that [https://en.wikipedia.org/wiki/Randomization randomization] can be used when building a quiz. In this instance we want to consider the use of similar versions of the 'same' question. When using [https://en.wikipedia.org/wiki/Formative_assessment formative quizzes] this provides students more chances to practise. While for [https://en.wikipedia.org/wiki/Summative_assessment summative quizzes] the use of question variations can reduce the opportunity for cheating by collusion. Setting up variations can be done by using random selection from a category such as 'Variants of question 1', or variations of a question can be created using question types such as [[Calculated question type|Calculated]] or [https://moodle.org/plugins/qtype_stack STACK] that have internal random variants, or both. ([[Effective quiz practices#Robust testing with random variants|For more details, see here]].)

If a quiz is being used for summative assessment it is particularly important to ensure that all variants of a question are 'fair'. It is undesirable for one variant to be much harder than the others. To investigate the question variants examine the subsidiary rows that show all the different questions that appeared in once particular place in the quiz. Look in particular at the 'Facility index', which indicates how many people got that question right. If those numbers are very different for different variants, that is a sign the variants may not be of equal difficulty, therefore leading to an unfair assessment.

'''Tip: if using variants, look down the 'Facility index' column to make sure that all the different variants of a particular question have a similar facility index.'''

If there is a large variation in one question, then you could zero-weight it. Also, if you are re-using the quiz in future, consider removing that variant and adding a new one. The Discrimination index should also be checked for all the different variants to ensure that none of the variants are broken.
===Understanding how students are responding to a particular question===
When you set a particular question in a quiz, you normally do so intending to test a particular skill or element of knowledge. However, can you be sure that is what you are really evaluating?

As an example from this, there was an Open University (OU) 'Maths for Scientists' course, where they had a question which was supposed to test that the student could substitute some numbers in an equation, and compute the answer with their calculator. As is standard practice for OU science tests, students had to give the answer to a specific number of decimal places (which had already been taught and assessed). However, when they look at the answers students had given, they found that many students had clearly computed the correct response in their calculator, but were then being marked wrong because they had input too many decimal places in the question response field. (See http://oro.open.ac.uk/39669/ Jordan, 2014). In this case the question was no longer just a measure of the student's ability to substitute and compute the correct answer but it also became an unintended test of their ability to follow a rule related to the number of desired decimal places. This unintended problem could have been avoided if the question was configured to allow for a greater number of decimal places in the expected numeric response or the question instructions may need to more clearly specify the expected number of decimal places for the response.

The statistics report enables the analysis of students' responses to a question. By clicking through to the details about a particular question, at the bottom of that page it shows all the different responses that were submitted, whether each was marked correct or incorrect, and how many students gave each response.

This can be a good place to start looking if some of the checks above highlight a potential problem.

Another way you can use this information is, if you are using more open-ended question types, such as Short answer or Numerical, then you may notice several students have made the same mistake. You might then go back and edit the question to add specific feedback for students who have given that answer.

'''Tip: particularly if using open-ended questions, look at the Analysis of responses to see the range of responses that are being submitted by students.'''
==Overall quiz statistics==
Here are the details concerning information in this report.
===Quiz information===
This section gives some basic information about the test as a whole. You will see:
* Quiz name
* Course name
* Open and close dates (if applicable)
* Total number of first/graded attempts
* Average grade for first/all attempts
* Median grade
* Standard deviation of grades
* [http://en.wikipedia.org/wiki/Skewness Skewness] and [http://en.wikipedia.org/wiki/Kurtosis Kurtosis] of the grade distribution
* Coefficient of internal consistency (sometimes called [http://en.wikipedia.org/wiki/Cronbach%27s_alpha Cronbach Alpha]) - This is a measure of whether all the items in the quiz are testing basically the same thing. Thus it measures the consistency of the test, which is a lower bound for the validity. Higher numbers are better.
* Error ratio - the variation in the grades comes from two sources. First some students are better than others at what is being tested, and second there is some random variation. We hope that the quiz grades will largely be determined by the student's ability, and that random variation will be minimised. The error ratio estimates how much of the variation is random, and so lower is better.
* Standard error - this is derived from the error ratio, and is a measure of how much random variation there is in each test grade. So, if the Standard error is 10%, and a student scored 60%, then their real ability probably lies somewhere between 50% and 70%.
[[File:Quiz_results_statistics_information.png|thumb|center|Example of quiz information section]]
===Quiz structure analysis===
This section lists all the questions in the quiz with various statistics in a table format.
* '''Q#''' - shows the question number (position), question type icon, and preview and edit icons
* '''Question name''' - the name is also a link to the detailed analysis of this question (See Quiz Question Statistics below).
* '''Attempts''' - how many students attempted this question.
* '''Facility Index''' - The average mark (as a percentage) obtained on the question. A higher value normally indicates an easier question.
* '''[http://en.wikipedia.org/wiki/Standard_deviation Standard Deviation]''' - how much variation there was in the scores for this question.
* '''Random guess score''' - the score the student would get by guessing randomly.
* '''Intended/Effective weight''' - Intended weight is simply what you set up when editing the quiz. If question 1 is worth 3 marks out of a total of 10 for the quiz, the intended weight is 30%. The effective weight is an attempt to estimate, from the results, how much of the actual variation was due to this question. So, ideally the effective weights should be close to the intended weights.
* '''Discrimination index''' - this is the correlation between the score for this question and the score for the whole quiz. That is, for a good question, you hope that the students who score highly on this question are the same students who score highly on the whole quiz. Higher numbers are better.
* '''Discriminative efficiency''' - another measure that is similar to Discrimination index.
:Where random questions are used, there is one row in the table for the random question, followed by further rows, one for each real question that was selected in place of this random question.
:When quiz questions are randomized for each quiz, the quiz module determines a default position.
:The [[:dev:Quiz statistics calculations|Quiz statistics calculations]] article provides further details on each of these quantities.
[[File:Quiz_results_statistics_structure_analysis.png|thumb|center|Example of statistics structural analysis section]]

===Quiz statistics chart===
[[File:Quiz_results_statistics_chart.png|thumb|center|Chart example]]
==Quiz question statistics==
Navigation > quiz's name > Results > Statistics (click on any question title)
It is possible to see the statistics for one question on a single page. This view will also tell you what percentage of quiz takers selected each answer (Analysis of responses) and give you basic information about the question.
*Question information- The basic information about the question, the name of the quiz, the question, the question type, the position in the quiz and the question itself. There are preview and edit icons in this page.
*Question statistics - This repeats the information from the table row from the Quiz structure analysis that relates to this question.
*Report options - You can choose whether to run the report on all attempts, or just the first attempt by each student. Some of the calculations used in the report are based on assumptions that may not apply to quizzes that allow more than one attempt.
'':Tip:'' Computing the statistics takes some time, the report will store the computed values and re-use them for up to 15 minutes. Therefore, there is a display of how recently the statistics were calculated, with a button to recalculate them immediately.
<gallery>
File:Quiz_results_statistics_individual_question_preferences.png|Individual question page preferences
File:Quiz_results_statistics_individual_question_information.png|Individual question's information
File:Quiz_results_statistics_individual_question_statistics.png|Individual question's statistic information
</gallery>
===Analysis of individual question responses===
This gives a frequency analysis of the different responses that were given to each part of the question. The details of the analysis depends on the question type, and not all question types support this. For example, essay question responses cannot be analysed.
[[File:Quiz_results_statistics_individual_question_analysis_responses.png|thumb|center|Individual question's responses statistic information]]
== See also ==
* https://docs.moodle.org/dev/Quiz_statistics_calculations
* [https://docs.moodle.org/dev/Quiz_report_statistics https://docs.moodle.org/dev/Quiz_report_statistics] on the Developers documentation
* [https://wiki.umontreal.ca/download/attachments/92832287/Brief_Guide_to_iCMA_reports.pdf?version=1&modificationDate=1399917582000&api=v2 A brief guide to what the statistics mean, from the Open University]
[[de:Test-Statistik]]
[[es:Quiz statistics report]]

admin/mod/quiz/accessrule/seb/template

2022-10-26T18:48:18Z

Tsala: redirect

#redirect [[Safe Exam Browser]]

admin/tool/task/runningtasks

2022-10-20T14:37:35Z

Tsala: redirect

#redirect [[Scheduled tasks]]

Using Quiz

2022-10-18T07:00:35Z

Tsala: /* How students review a quiz */

{{Quiz}}
This page explains how students and teachers can use the [[Quiz activity]] and explores ways to make the most of it in your Moodle course.

==How students take a quiz==

*Click on the quiz link on the course homepage and read the information to check you're in the right quiz.
*Click on "Attempt quiz now" button.
*Click on the "Next" button at the bottom of the page to see the next page of questions
*Click on the "flag" in the box next to the question to put a temporary marker on it

[[File:notyetanswered.png|100px]]

*Notice the Quiz navigation block. You can use it to jump to any question.

[[File:quiz navigation.png|300px]]
*A flagged question is shown with a red triangle at the top right
*Questions on the current page are shown with a thicker border
*After viewing a description, it is shown with the bottom half grey
*After saving an essay question, it is shown with the bottom half grey
*A dependent question is shown in grey with a padlock icon

*To finish the exam,click "Finish attempt" in the navigation block of "Next" on the last page of the exam.
*The "Summary of attempt" page - reviews the questions and alerts you to questions not attempted.

[[File:summaryofattempt.png|300px]]

*Click on any question page number or "Return to attempt" to go back to the quiz.
*Click on "Submit all and finish" to have your quiz scored. A warning will pop up telling you you can no longer change your answers.

===Autosave===

If Moodle detects that the student's Internet connection has dropped, and the Quiz autosave feature is enabled, a warning message is displayed, prompting the student to make a note of recent responses.

[[File:Quiz_disconnect.png|400px|Disconnection warning]]

Quiz autosave is enabled by default, with the default time period set to 2 minutes. This autosave period can be changed, or the setting disabled completely, from ''Site administration>Plugins>Activity modules>Quiz>Autosave period''.

===How students review a quiz===
[[File:quiz navigation review.png|300px]]

* A correct answer is shown with the bottom half green with a white tick
* A partially correct answer is shown with the bottom half orange with a white circle in it
* A wrong answer is shown with the bottom half red
* An essay question (requiring manual marking) is shown with the bottom half grey
* A flagged question is shown with a red triangle at the top right

*In the questions themselves, correct answers will be in green with a check mark next to it. Incorrect answers will be in red with a cross next to it.

*According to your teacher's settings, you might get general feedback, specific feedback on each question and/or overall feedback on your final score.

*Although the quiz may have been split into multiple pages, the review will show all the questions on a single page to make it easier to navigate. You can chose to review the quiz with separate pages as it was when you took the quiz.

===Results in a quiz using CBM (Certainty-based marking)===

Quizzes using CBM provide detailed feedback relating to accuracy and certainty:
{|
|[[File:26CBM.png|400px|CBM feedback]]
|}

For more information on how CBM works and how students may benefit from it, see [[Using certainty-based marking]].

===Saving questions and returning later to a quiz===

*If you answer a number of questions and then want to complete the quiz at a later time,click "Finish attempt".
*When you return to continue the quiz, Moodle will remember which page you were on and allow you to continue from there, having saved your previous questions.

===Retaking a quiz===

If your teacher has allowed multiple attempts, when you click on the quiz again you will be informed how many attempts you have remaining along with your previous scores.

==How teachers view a quiz==

''Note: Once a quiz has been attempted, it is not possible to add or delete questions unless previous scores are removed.''

*When attempts have been made on the quiz, the teacher can click the quiz name and access the reports by clicking the link "Attempts - (No. of attempts).

*It is then possible to filter the reports according to preference:

[[File:quizreport.png|400px]]

*A teacher may also access quiz results by clicking on the quiz name in the Navigation block. This opens up other links, enabling them to view by grade, by correct response, by statistics and by manually graded responses:

[[File:quizresultsnav.png|150px]]

*Each individual question may be filtered in score order and individual student quiz responses may be viewed by clicking "Review attempt" next to their name.

*''For more information on how quiz responses are reported, see [[Quiz reports]].''

====Commenting on or regrading responses====

*By clicking on the score of an individual question, a teacher may comment on it or override the grade:

[[File:reviewresponse.png|500px]]

====Messaging students who haven't completed a quiz====
*From the Administration block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png|500px]]

==Ideas for using Quiz==

Quizzes may be used:
#as unit or course exams
#as mini-tests for reading assignments or at the end of a topic
#as exam practice using questions from previous years' exams
#to deliver immediate feedback for printed workbook activities
#to provide feedback about performance
#for self assessment
#(with the use of the [[Question creator role]]) to allow students to generate their own quiz questions for a practice question bank.

==See also==
* [http://school.moodledemo.net/mod/quiz/view.php?id=168 Working example of a quiz on School demo site] (Log in with username:student/password:moodle)
* [http://school.moodledemo.net/mod/quiz/report.php?id=168&mode=overview See how a teacher analyses quiz results on School demo site] (Log in with username:teacher/password:moodle)
* [[Effective quiz practices]]
* [[How to let teachers share questions between courses]]
* [[Quiz submission email notification]]
* [http://en.wikiversity.org/wiki/User:Jtneill/Teaching/Online_Quizzes_and_Exams_with_Moodle Online Quizzes and Exams with Moodle] - reflections by [[User:James Neill|James Neill]]
* [http://www.open.edu/openlearnworks/mod/oucontent/view.php?id=51788&section=6 Styles of interactive computer marked assessments] from the Open University
* [https://www.youtube.com/watch?v=HyP28vwrUxs&feature=youtu.be Making homework work using Moodle quizzes to make interactive homework system] YouTube video from MoodleMoot US 2015 by Joshua Bragg.
* [https://moodle.org/mod/forum/discuss.php?d=367064 How do i display the log IP address on the Quiz report download?]
* [https://www.nbme.org/publications/item-writing-manual.html Constructing Written Test Questions For the Basic and Clinical Sciences] - The manual is intended to guide educators of healthcare professions in writing high-quality, multiple-choice questions (MCQs) related to the foundational and clinical sciences. It covers the development of MCQs, common flaws related to item (question) development, and the basics of item analysis. Also, special attention is given to rules for writing one-best-answer questions in the clinical vignette format.
*[https://assets.moodlemoot.org/sites/91/20190423201709/4.-Computer-marked-questions-without-the-quiz-Dr-Tim-Hunt-and-Chris-Nelson-Open-University.pdf Computer-marked questions without the quiz] Tim Hunt & Chris Nelson's presentation from MoodleMoot UK & Ireland 2019
[[de:Test nutzen]]
[[es:Usando examen]]
[[fr:Utilisation du test]]

Using Quiz

2022-10-18T06:59:21Z

Tsala: /* How students review a quiz */

{{Quiz}}
This page explains how students and teachers can use the [[Quiz activity]] and explores ways to make the most of it in your Moodle course.

==How students take a quiz==

*Click on the quiz link on the course homepage and read the information to check you're in the right quiz.
*Click on "Attempt quiz now" button.
*Click on the "Next" button at the bottom of the page to see the next page of questions
*Click on the "flag" in the box next to the question to put a temporary marker on it

[[File:notyetanswered.png|100px]]

*Notice the Quiz navigation block. You can use it to jump to any question.

[[File:quiz navigation.png|300px]]
*A flagged question is shown with a red triangle at the top right
*Questions on the current page are shown with a thicker border
*After viewing a description, it is shown with the bottom half grey
*After saving an essay question, it is shown with the bottom half grey
*A dependent question is shown in grey with a padlock icon

*To finish the exam,click "Finish attempt" in the navigation block of "Next" on the last page of the exam.
*The "Summary of attempt" page - reviews the questions and alerts you to questions not attempted.

[[File:summaryofattempt.png|300px]]

*Click on any question page number or "Return to attempt" to go back to the quiz.
*Click on "Submit all and finish" to have your quiz scored. A warning will pop up telling you you can no longer change your answers.

===Autosave===

If Moodle detects that the student's Internet connection has dropped, and the Quiz autosave feature is enabled, a warning message is displayed, prompting the student to make a note of recent responses.

[[File:Quiz_disconnect.png|400px|Disconnection warning]]

Quiz autosave is enabled by default, with the default time period set to 2 minutes. This autosave period can be changed, or the setting disabled completely, from ''Site administration>Plugins>Activity modules>Quiz>Autosave period''.

===How students review a quiz===
In the quiz navigation block
* A correct answer is shown with the bottom half green with a white tick
* A partially correct answer is shown with the bottom half orange with a white circle in it
* A wrong answer is shown with the bottom half red
* An essay question (requiring manual marking) is shown with the bottom half grey
* A flagged question is shown with a red triangle at the top right

[[File:quiz navigation review.png|300px]]

*In the questions themselves, correct answers will be in green with a check mark next to it. Incorrect answers will be in red with a cross next to it.

*According to your teacher's settings, you might get general feedback, specific feedback on each question and/or overall feedback on your final score.

*Although the quiz may have been split into multiple pages, the review will show all the questions on a single page to make it easier to navigate. You can chose to review the quiz with separate pages as it was when you took the quiz.

===Results in a quiz using CBM (Certainty-based marking)===

Quizzes using CBM provide detailed feedback relating to accuracy and certainty:
{|
|[[File:26CBM.png|400px|CBM feedback]]
|}

For more information on how CBM works and how students may benefit from it, see [[Using certainty-based marking]].

===Saving questions and returning later to a quiz===

*If you answer a number of questions and then want to complete the quiz at a later time,click "Finish attempt".
*When you return to continue the quiz, Moodle will remember which page you were on and allow you to continue from there, having saved your previous questions.

===Retaking a quiz===

If your teacher has allowed multiple attempts, when you click on the quiz again you will be informed how many attempts you have remaining along with your previous scores.

==How teachers view a quiz==

''Note: Once a quiz has been attempted, it is not possible to add or delete questions unless previous scores are removed.''

*When attempts have been made on the quiz, the teacher can click the quiz name and access the reports by clicking the link "Attempts - (No. of attempts).

*It is then possible to filter the reports according to preference:

[[File:quizreport.png|400px]]

*A teacher may also access quiz results by clicking on the quiz name in the Navigation block. This opens up other links, enabling them to view by grade, by correct response, by statistics and by manually graded responses:

[[File:quizresultsnav.png|150px]]

*Each individual question may be filtered in score order and individual student quiz responses may be viewed by clicking "Review attempt" next to their name.

*''For more information on how quiz responses are reported, see [[Quiz reports]].''

====Commenting on or regrading responses====

*By clicking on the score of an individual question, a teacher may comment on it or override the grade:

[[File:reviewresponse.png|500px]]

====Messaging students who haven't completed a quiz====
*From the Administration block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png|500px]]

==Ideas for using Quiz==

Quizzes may be used:
#as unit or course exams
#as mini-tests for reading assignments or at the end of a topic
#as exam practice using questions from previous years' exams
#to deliver immediate feedback for printed workbook activities
#to provide feedback about performance
#for self assessment
#(with the use of the [[Question creator role]]) to allow students to generate their own quiz questions for a practice question bank.

==See also==
* [http://school.moodledemo.net/mod/quiz/view.php?id=168 Working example of a quiz on School demo site] (Log in with username:student/password:moodle)
* [http://school.moodledemo.net/mod/quiz/report.php?id=168&mode=overview See how a teacher analyses quiz results on School demo site] (Log in with username:teacher/password:moodle)
* [[Effective quiz practices]]
* [[How to let teachers share questions between courses]]
* [[Quiz submission email notification]]
* [http://en.wikiversity.org/wiki/User:Jtneill/Teaching/Online_Quizzes_and_Exams_with_Moodle Online Quizzes and Exams with Moodle] - reflections by [[User:James Neill|James Neill]]
* [http://www.open.edu/openlearnworks/mod/oucontent/view.php?id=51788&section=6 Styles of interactive computer marked assessments] from the Open University
* [https://www.youtube.com/watch?v=HyP28vwrUxs&feature=youtu.be Making homework work using Moodle quizzes to make interactive homework system] YouTube video from MoodleMoot US 2015 by Joshua Bragg.
* [https://moodle.org/mod/forum/discuss.php?d=367064 How do i display the log IP address on the Quiz report download?]
* [https://www.nbme.org/publications/item-writing-manual.html Constructing Written Test Questions For the Basic and Clinical Sciences] - The manual is intended to guide educators of healthcare professions in writing high-quality, multiple-choice questions (MCQs) related to the foundational and clinical sciences. It covers the development of MCQs, common flaws related to item (question) development, and the basics of item analysis. Also, special attention is given to rules for writing one-best-answer questions in the clinical vignette format.
*[https://assets.moodlemoot.org/sites/91/20190423201709/4.-Computer-marked-questions-without-the-quiz-Dr-Tim-Hunt-and-Chris-Nelson-Open-University.pdf Computer-marked questions without the quiz] Tim Hunt & Chris Nelson's presentation from MoodleMoot UK & Ireland 2019
[[de:Test nutzen]]
[[es:Usando examen]]
[[fr:Utilisation du test]]

Using Quiz

2022-10-18T06:54:29Z

Tsala: /* How students take a quiz */

{{Quiz}}
This page explains how students and teachers can use the [[Quiz activity]] and explores ways to make the most of it in your Moodle course.

==How students take a quiz==

*Click on the quiz link on the course homepage and read the information to check you're in the right quiz.
*Click on "Attempt quiz now" button.
*Click on the "Next" button at the bottom of the page to see the next page of questions
*Click on the "flag" in the box next to the question to put a temporary marker on it

[[File:notyetanswered.png|100px]]

*Notice the Quiz navigation block. You can use it to jump to any question.

[[File:quiz navigation.png|300px]]
*A flagged question is shown with a red triangle at the top right
*Questions on the current page are shown with a thicker border
*After viewing a description, it is shown with the bottom half grey
*After saving an essay question, it is shown with the bottom half grey
*A dependent question is shown in grey with a padlock icon

*To finish the exam,click "Finish attempt" in the navigation block of "Next" on the last page of the exam.
*The "Summary of attempt" page - reviews the questions and alerts you to questions not attempted.

[[File:summaryofattempt.png|300px]]

*Click on any question page number or "Return to attempt" to go back to the quiz.
*Click on "Submit all and finish" to have your quiz scored. A warning will pop up telling you you can no longer change your answers.

===Autosave===

If Moodle detects that the student's Internet connection has dropped, and the Quiz autosave feature is enabled, a warning message is displayed, prompting the student to make a note of recent responses.

[[File:Quiz_disconnect.png|400px|Disconnection warning]]

Quiz autosave is enabled by default, with the default time period set to 2 minutes. This autosave period can be changed, or the setting disabled completely, from ''Site administration>Plugins>Activity modules>Quiz>Autosave period''.

===How students review a quiz===
*In the quiz navigation block
** A correct answer is shown with the bottom half green with a white tick
** A partially correct answer is shown with the bottom half orange with a white circle in it
** A wrong answer is shown with the bottom half red
** An essay question (requiring manual marking) is shown with the bottom half grey
** A flagged question is shown with a red triangle at the top right

[[File:quiz navigation review.png|300px]]

*In the questions themselves, correct answers will be in green with a check mark next to it. Incorrect answers will be in red with a cross next to it.

*According to your teacher's settings, you might get general feedback, specific feedback on each question and/or overall feedback on your final score.

*Although the quiz may have been split into multiple pages, the review will show all the questions on a single page to make it easier to navigate. You can chose to review the quiz with separate pages as it was when you took the quiz.

===Results in a quiz using CBM (Certainty-based marking)===

Quizzes using CBM provide detailed feedback relating to accuracy and certainty:
{|
|[[File:26CBM.png|400px|CBM feedback]]
|}

For more information on how CBM works and how students may benefit from it, see [[Using certainty-based marking]].

===Saving questions and returning later to a quiz===

*If you answer a number of questions and then want to complete the quiz at a later time,click "Finish attempt".
*When you return to continue the quiz, Moodle will remember which page you were on and allow you to continue from there, having saved your previous questions.

===Retaking a quiz===

If your teacher has allowed multiple attempts, when you click on the quiz again you will be informed how many attempts you have remaining along with your previous scores.

==How teachers view a quiz==

''Note: Once a quiz has been attempted, it is not possible to add or delete questions unless previous scores are removed.''

*When attempts have been made on the quiz, the teacher can click the quiz name and access the reports by clicking the link "Attempts - (No. of attempts).

*It is then possible to filter the reports according to preference:

[[File:quizreport.png|400px]]

*A teacher may also access quiz results by clicking on the quiz name in the Navigation block. This opens up other links, enabling them to view by grade, by correct response, by statistics and by manually graded responses:

[[File:quizresultsnav.png|150px]]

*Each individual question may be filtered in score order and individual student quiz responses may be viewed by clicking "Review attempt" next to their name.

*''For more information on how quiz responses are reported, see [[Quiz reports]].''

====Commenting on or regrading responses====

*By clicking on the score of an individual question, a teacher may comment on it or override the grade:

[[File:reviewresponse.png|500px]]

====Messaging students who haven't completed a quiz====
*From the Administration block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png|500px]]

==Ideas for using Quiz==

Quizzes may be used:
#as unit or course exams
#as mini-tests for reading assignments or at the end of a topic
#as exam practice using questions from previous years' exams
#to deliver immediate feedback for printed workbook activities
#to provide feedback about performance
#for self assessment
#(with the use of the [[Question creator role]]) to allow students to generate their own quiz questions for a practice question bank.

==See also==
* [http://school.moodledemo.net/mod/quiz/view.php?id=168 Working example of a quiz on School demo site] (Log in with username:student/password:moodle)
* [http://school.moodledemo.net/mod/quiz/report.php?id=168&mode=overview See how a teacher analyses quiz results on School demo site] (Log in with username:teacher/password:moodle)
* [[Effective quiz practices]]
* [[How to let teachers share questions between courses]]
* [[Quiz submission email notification]]
* [http://en.wikiversity.org/wiki/User:Jtneill/Teaching/Online_Quizzes_and_Exams_with_Moodle Online Quizzes and Exams with Moodle] - reflections by [[User:James Neill|James Neill]]
* [http://www.open.edu/openlearnworks/mod/oucontent/view.php?id=51788&section=6 Styles of interactive computer marked assessments] from the Open University
* [https://www.youtube.com/watch?v=HyP28vwrUxs&feature=youtu.be Making homework work using Moodle quizzes to make interactive homework system] YouTube video from MoodleMoot US 2015 by Joshua Bragg.
* [https://moodle.org/mod/forum/discuss.php?d=367064 How do i display the log IP address on the Quiz report download?]
* [https://www.nbme.org/publications/item-writing-manual.html Constructing Written Test Questions For the Basic and Clinical Sciences] - The manual is intended to guide educators of healthcare professions in writing high-quality, multiple-choice questions (MCQs) related to the foundational and clinical sciences. It covers the development of MCQs, common flaws related to item (question) development, and the basics of item analysis. Also, special attention is given to rules for writing one-best-answer questions in the clinical vignette format.
*[https://assets.moodlemoot.org/sites/91/20190423201709/4.-Computer-marked-questions-without-the-quiz-Dr-Tim-Hunt-and-Chris-Nelson-Open-University.pdf Computer-marked questions without the quiz] Tim Hunt & Chris Nelson's presentation from MoodleMoot UK & Ireland 2019
[[de:Test nutzen]]
[[es:Usando examen]]
[[fr:Utilisation du test]]

Capabilities/gradereport/user:view

2022-09-16T13:46:10Z

Tsala: cap allows teachers to view user reports for all students in their course

{{Capabilities}}
* This allows a user to view the [[User report|user report]], showing grades in the course
* This capability is allowed for the default roles of manager, teacher, non-editing teacher and student

[[Category:Capabilities|Grade]]
[[Category:Grades]]

[[eu:Capabilities/gradereport/user:view]]
[[ja:ケイパビリティ/gradereport/user:view]]

Guest access

2022-08-11T09:14:27Z

Tsala: /* See also */ removing broken link

{{Enrolment}}
The Guest access facility allows users with the [[Guest_role |Guest role]] to view the contents of a course. This might be used, for example, if a Moodle site serves as a website where certain courses contain publicly available information, or else with a commercial Moodle site where courses with guest access can offers a "taster" of the kind of courses which may be purchased. (Note that the guest cannot participate in any activities; they can only view content.)

==Course settings for guest access==

{{MediaPlayer | url = https://youtu.be/LSVLLu7GzHE | desc = How to allow guests into courses}}
# From Course navigation, click 'Participants', and then from the dropdown, click 'Enrolment method> Guest access'. With other themes, click ''Administration > Course administration > Users > Enrolment methods'' and then Guest access.
#Enable guest access by clicking on the "eye" icon or by choosing it in the 'Add method' dropdown menu.
# If you wish to set a password, then click the configure icon and type in your password here.

==Admin settings for guest access==

{{MediaPlayer | url = https://youtu.be/_xGrJ9-aqIc | desc = How to allow guests onto your Moodle site}}

*In ''Administration > Site administration > Plugins > Enrolments > Manage enrol plugins'',ensure Guest access is enabled (has its eye open.) This enables Guest access.
* In ''Administration > Site administration > Plugins > Authentication > Manage authentication'' set the Guest login button to Show if you want the button on the Front page.
* Also Guest accounts can be logged - check the ''Administration> Site administration > Plugins > Logging > Log guest access'' setting
* A site policy for guests may be set in ''Site administration > Security > Site policies''. Guests then have to agree to the site policy before accessing a course with guest access.

===Default settings for guest access===
*Clicking on ''Administration > Site administration > Plugins > Enrolments > Guest access'' brings up the screen where admin can set defaults for guest access in courses.
**Clicking the 'Advanced' button next to 'Allow guest access' will hide this setting in a course and will instead display a 'Show more' link to click on to access the setting.
** Guest access can be turned on by default in all new courses and you can also:
**require each course with guest access to have a password for guests. (Note: this can confuse teachers who are not aware of the requirement.)
**use or ignore your Moodle's standard password policy for guest access passwords
**offer if needed the first letter of the password as a hint.

===Auto-login guests===
*In ''Administration > Site administration > Users > Permissions > User policies'', you can tick the box so that visitors are automatically logged in as guests when accessing a course with guest access (i.e. they don't have to click the "login as guest button".
*In ''Administration > Site administration > Plugins > Authentication > Manage Authentication'', you must have "Guest login button" set to "Show".
*In ''Administration > Site administration > Security > Site policies'' you can check "Open to Google" setting so that the Google search robot will be allowed to enter your site as a Guest. In addition, people coming in to your site via a Google search will automatically be logged in as a Guest.

==See also==

* [[Guest role]]
* [https://moodle.org/mod/forum/discuss.php?d=347107#p1400235 Re: Guest access to course sections!] forum post

[[de:Gastzugang zum Kurs]]

[[es:Acceso de invitados]]

Feedback FAQ

2022-08-01T07:06:55Z

Tsala: /* Can I make questions dependent on previous responses? */ removing link

{{Feedback}}

==How can I allow non-logged in users to give feedback?==
*As an administrator, go to ''Administration>Site Administration>Plugins>Activity Modules>Feedback''.
*Change "Allow full anonymous" to "yes"
*Note that this only works for the front page, and NOT for courses with guest access.
*You will also need to check that Authenticated User and Guest role both have permission to Submit Feedback Activity.
[[File:Anonymousfeedback.png]]

==How can I allow teachers and non editing teachers to give feedback?==
# Go into the course as admin
# Click on your feedback you want to use for your teachers
# Click on "Permissions" inside the Administration block
# In the dropdown list "Advanced role override" choose "Teacher" or how ever your teacher role is named
# Look for "mod/feedback:complete" and set it to "Allow"
# Click on "Save changes"

==How do I create a Feedback activity and add questions?==

* From the ''Add an activity...'' drop down, select ''Feedback''.
* Complete the Name, Description, and other options then save.
* To add questions to your Feedback activity, click the link for the feedback activity, click the ''Edit questions'' tab, and add questions.

==Can I make questions dependent on previous responses?==
Yes. See the section on Dependence item and Dependence value in [[Building Feedback]].

==Is Activity Completion recorded if the Feedback activity is set to anonymise usernames?==
Yes. If the Feedback activity is set to Anonymous usernames, and the Feedback activity is set to record Activity Completion, then the activity will still be marked as complete and the user will show up in the activity completion reports.
==Is Record user names Anonymous mode truly Anonymous?==
No. For the 'Record user names' setting even in Anonymous mode the username of the user who took the Feedback is still recorded in the database just as with non-anonymous Feedbacks, but the name is not show to anyone on screen in Moodle or in reports or downloads. Anyone who has direct access to the database could see and extract the name of the user who took an anonymous feedback.

This explains why Activity completion still works in Anonymous mode since it actually knows the user who completed the Feedback.

==Is Allow full anonymous mode truly Anonymous?==
Yes*. If the Administrator has enabled the 'Allow full anonymous' setting for use of a Feedback on the front page of the site, then users who are not logged in when they take the Feedback are anonymous: all attempts are recorded as from userid 0 which does not otherwise exist.

*However the IP address of the user is collected as usual in the system logs with time and date and IP address as having viewed the front page: there is no information that they have specifically taken the Feedback. Under GDPR, an IP address can be considered personally identifiable information in some cases. If you need to comply with the GDPR, consult your Data Protection Officer if you plan to use the Feedback module in this way on the Front page.

If the user has an account on the site and logs in and takes a Feedback on the frontpage, then their userid and name is recorded as usual.

==I do not see the Edit Questions tab. What should I do?==
This does happen sometimes. Usually, logging out of the course and then logging back in will take care of this problem.

==What are the differences between Feedback and Questionnaire?==

[[Questionnaire]] is an additional plugin. For a discussion about their differences, see the forum thread [https://moodle.org/mod/forum/discuss.php?d=195584#p852097 Questionnaire v Feedback]

==See also==

* [https://moodle.org/mod/forum/discuss.php?d=345660 No Export to Excel button on Analysis tab] forum discussion

==Any further questions?==

Please post in the [http://moodle.org/mod/forum/view.php?id=7152 Feedback forum] on moodle.org

[[Category:FAQ]]

[[de:Feedback FAQ]]
[[es:Retroalimentación FAQ]]

Workplace localisation

2022-07-12T13:38:22Z

Tsala: /* Multi-language content */ rewording link

{{Workplace}}
=Overview=
Localisation in Moodle Workplace covers languages (language packs, language menu, and multi-language content) and time zones.

In this document we will only focus on Moodle Workplace-specific topics related to localisation.
=Workplace language packs=
In Moodle, every locale is represented as a language pack, each containing information about the locale itself and all translations. Standardised two-letter region codes characterise locales, for example, '''pt''' represents Portuguese as spoken in Portugal, whereas '''pt_br''' represents Brazilian Portuguese. Internally, '''pt''' is the parent language, whereas '''pt_br''' is the child language, which only contains strings different from the parent language pack.

Moodle Workplace harnesses the concept of child languages by extending each supported language with Moodle Workplace-specific strings. Example language packs are '''en_wp''' (English), '''es_wp''' (Spanish) or '''pt_br_wp''' (Brazilian Portuguese).
[[File:Moodle Workplace Language Packs.png|border|center|frameless|900x900px]]
To view, install, and uninstall Moodle and Moodle Workplace language packs, navigate to '''General > Language > Language settings > Language packs'''. Here, only the Moodle Workplace language packs are shown by searching for 'Workplace':
[[File:Moodle Workplace Language Import Utility.png|border|center|frameless|900x900px]]
You find more details on the Language import utility in the [[Language packs|Language pack documentation]].

If you wish to customise a language pack, that is to change certain word or phrases, navigate to '''General > Language > Language customisation''', check out the Moodle Workplace language pack you wish to modify, and edit the relevant strings. You find more details on language editing in the [[Language customisation|Language customisation documentation]].
= Workplace language menu =
By default Moodle Workplace parent language packs are hidden in the language menu, for example, 'English (en)' is not displayed if 'English for Workplace (en_wp)' is installed. If you wish to show them, go to '''General > Language > Language settings''' and untick the '''Hide Workplace parent packs''' option.
[[File:Moodle Workplace Language menu.png|border|center|frameless|600x600px]]
For more customisation of the language menu, go to to '''General > Language > Language settings'''. Also check out the [[Language settings]] documentation.
= Multi-language content =
If some of your users deal with multilingual content, turning on the '''Multi-Language Content filter''' is recommended by going to '''Plugins > Filters > Manage filters'''. The filter supports the <code><nowiki><span lang="xx"class="multilang"></nowiki></code> tag, which lets course designers and content creators support multiple languages in all text areas entered via the Atto editor.

Note: This feature is available in standard Moodle LMS. For full details, see [[Multi-language content filter]].

= Time zones =
Moodle Workplace supports systems that span across time zones, which happens in three scenarios:
* In countries that cover more than a single time zone
* Sites that have learners from multiple countries/time zones
* In a situation where the server is hosted outside the time zone of your organisation, for example, with an Internet Service Provider
To modify the default time zone parameters, go to '''General > Location > Location settings'''.

For more information on location settings and or time zone-related information, refer to the [[Location|Moodle Docs]].

= Interesting reading =
Top benefits of a multilingual LMS for your organization: https://moodle.com/us/news/top-benefits-of-a-multilingual-lms-for-your-organization/

Building Database

2022-07-05T12:37:39Z

Tsala: /* Presets */

{{Database}}
After creating a database, as explained in [[Database activity settings]]...
* Next you define the kind of fields that define the information you wish to collect. For example, a database of famous paintings may have a picture field called ''painting'', for uploading an image file showing the painting, and two text fields called ''artist'' and ''title'' for the name of the artist and the painting. Alternatively, you can use a database preset (see below).
* It is then optional to edit the [[Database templates|database templates]] to alter the way in which the database displays entries.

==Database fields==

A '''field''' is a named unit of information. Each entry in a [[Database activity module|database activity module]] can have multiple fields of multiple types e.g. a text field called 'favourite color' which allows you to type in your favourite shade, or a menu called 'state' that lets you choose one from a list of the 50 that make up the United States of America. By combining several fields with appropriate names and types you should be able to capture all the relevant information about the items in your database.

Note that if you later edit the fields in the databases you must use the Reset template button, or manually edit the template, to ensure the new fields are added to the display.

=== Field name and description ===

The name is what is shown when an entry is added. It must be unique and short. The description is for your benefit to help identify that field.

===Required field===
If you need to ensure one or several particular fields are always completed, then tick the box 'Required field' when setting up the fields for your database. The field(s) will display a red asterisk when students contribute to the database, and they will not be able to save their work until they have entered the relevant information. A new column will show the teacher which fields are required and not:

[[File:databaserequiredfields.png]]

=== Field types ===

The following screenshots show "before" and "afters" of setting up fields. The selection in orange shows the field as it is displayed for the user when they add an entry.

;Checkbox
:This allows you to offer checkboxes for the user to select. Add the options one under the other. The word will appear next to a checkbox when the user clicks to add an entry. They can check more than one box.

[[File:Checkboxfield1.png]]

;Date
:This allows a user to enter a date by picking a day, month and year from a drop down list.

[[File:Datefield1.png]]

;File
:Users can upload a file from their computer. If it is an image file then the picture field may be a better choice.

[[File:Filefield.png]]

;Latitude/longitude
:Users can enter a geographic location using latitude and longitude. For example, [http://moodle.com/hq/ Moodle HQ] is at latitude -31.9545, longitude 115.877. When viewing the record, links are automatically generated linking to geographic data services such as [http://earth.google.com Google Earth], [http://www.openstreetmap.org/ OpenStreetMap], [http://www.geabios.com/ GeaBios],[http://www.mapstars.com/extern/deltaworks-holland Mapstars] and more. (The teacher can choose which of those links appear, if any.)

:Data input requirements: Data for this field must be input relative to North and East coordinates. To convert coordinates from West (e.g. 120W) to East, simply input them into the field with a '-' in front (e.g., -120). Also, data must also be input in decimal format, not degree format. Simple converters are a web search away.
[[File:Latlongfield.png]]

;Menu
:The text entered in the ''options'' area will be presented as a drop-down list for the user to choose from. Each line become a different option.

[[File:Menufield.png]]

;Menu (Multi-select)
:The text entered in the ''options'' area will be presented as a list for the user to choose from and each line become a different option. By holding down control or shift as they click, users will be able to select multiple options. This is a fairly advanced computer skill so it may be wise to use multiple checkboxes instead.

[[File:Multiselectfield.png]]

;Number
:This allows users to enter any number. For example:
* 42
* -1000
* 0
* 0.123
* 3.0e8
:(For those who care about the technical details, the field stores floating point numbers.)

[[File:Numberfield.png]]

;Picture
:This allows a user to upload and display an image file. "Single view" is when the image is viewed on its own; "list view" is when it is viewed in with other images. Single view can be larger than list view.

[[File:Picturefield.png]]

;Radio buttons
:The user gets radio buttons and can choose only one. They can only submit the entry when they have clicked on one button. (Note:If you only have two options and they are opposites (true/false, yes/no) then you could simply use a single checkbox instead. However checkboxes default to their unchecked status and so people could submit without actively selecting one of the options. This may not always be appropriate.)

[[File:Radiofield.png]]

;Text input
:Users can enter text up to 60 characters in length. For longer text, or for text that requires formatting such as headers and bullet points, you can use a text area field.

[[File:Textfield.png]]

;Text area
:This allows users to enter a long piece of text using the text editor.

[[File:Textareafield.png]]

;URL
:The user can add a link to a website here. If you select ''autolink'' then the URL becomes clickable.. If you also enter a ''forced name for the link'' then that text will be used for the hyperlink. For example in a database of authors you may wish people to enter the author's website. If you enter the text 'homepage' as a forced name then clicking on text "homepage" will take you to the entered URL.
You can choose to have the URL open in a new window if so desired.

[[File:Urlfield.png]]

==Presets==

To avoid the necessity of always having to create a new database from scratch, the database activity module has a presets feature. An image gallery preset is included in the database module or you can browse and download one from the [https://moodle.net/collection/dw7n7v56rcye-moodle-database-presets Database presets collection on Moodle.net]. You can create your own presets as well and share them with others.

===Importing a preset===

[[Image:databasepresetsnew.png|thumb|Database presets page]]
To use a preset:

# On the database page, click the Presets tab.
# The usual way to import a preset is clicking the "Choose file" button and browsing to the ZIP file containing the preset (e.g. "preset.zip") stored on the server. If there does not yet exist a preset ZIP file on the server, upload it from your local machine. Choose the desired preset file by clicking on its action "Choose". Finally, press the "Import" button.
# Alternatively, you can choose a previously loaded preset.
# After the import, you can start to add or import entries. All the hard work of setting up the fields and templates has been done for you. If you desire, you can still customize the fields and templates.

You will see a "Overwrite current settings" checkbox after the "Import" button has been pressed. If checked, the database activity overwrites some of its current general settings by those stored in the preset:
* the "Introduction" HTML text
* "Required entries"
* "Entries required before viewing"
* "Maximum entries"
* "Comments"
* "Require approval?"
* rssarticles

===Exporting a preset===

If you wish to share your database presets with others, you have two options:

#Export as a ZIP file, which can then be imported to another course or Moodle site.
#Save as a preset, which publishes the database for other teachers on your site to use. It will then appear in the preset list. (You can delete it from the list at any time.)

Note: Only the fields and templates of the database are copied when exporting or saving it as a preset, not the entries.

===Presets for download===

The [https://school.moodledemo.net/course/view.php?id=57 Activity Examples course] on the School demo site has a number of database activities with presets for download.

==See also==

Forum discussions:
*[http://moodle.org/mod/forum/discuss.php?d=84050 Can't get columns to line up in list view] including moodle.org presets for download
*[http://moodle.org/mod/forum/discuss.php?d=87005 New preset, please review, and make suggestions!] including FAQ preset for download
*[http://moodle.org/mod/forum/discuss.php?d=87560 Issue 53: Encyclopedia database preset] including encyclopedia-style preset for download
*[http://moodle.org/mod/forum/discuss.php?d=88727 Issue 51 - Design a Database Preset for Document Sharing] including preset for download
*[http://moodle.org/mod/forum/discuss.php?d=94854#p457252 Looking for some stellar examples of Moodle courses] including book reviews preset for download
*[http://moodle.org/mod/forum/discuss.php?d=89117#p511029 Restricting access to database content by user?] with research diary preset for download

[[de:Datenbank erstellen]]
[[es:Construyendo BasedeDatos]]
[[fr:Construire une base de données]]

Building Database

2022-07-05T12:37:10Z

Tsala: /* Presets */ link update

{{Database}}
After creating a database, as explained in [[Database activity settings]]...
* Next you define the kind of fields that define the information you wish to collect. For example, a database of famous paintings may have a picture field called ''painting'', for uploading an image file showing the painting, and two text fields called ''artist'' and ''title'' for the name of the artist and the painting. Alternatively, you can use a database preset (see below).
* It is then optional to edit the [[Database templates|database templates]] to alter the way in which the database displays entries.

==Database fields==

A '''field''' is a named unit of information. Each entry in a [[Database activity module|database activity module]] can have multiple fields of multiple types e.g. a text field called 'favourite color' which allows you to type in your favourite shade, or a menu called 'state' that lets you choose one from a list of the 50 that make up the United States of America. By combining several fields with appropriate names and types you should be able to capture all the relevant information about the items in your database.

Note that if you later edit the fields in the databases you must use the Reset template button, or manually edit the template, to ensure the new fields are added to the display.

=== Field name and description ===

The name is what is shown when an entry is added. It must be unique and short. The description is for your benefit to help identify that field.

===Required field===
If you need to ensure one or several particular fields are always completed, then tick the box 'Required field' when setting up the fields for your database. The field(s) will display a red asterisk when students contribute to the database, and they will not be able to save their work until they have entered the relevant information. A new column will show the teacher which fields are required and not:

[[File:databaserequiredfields.png]]

=== Field types ===

The following screenshots show "before" and "afters" of setting up fields. The selection in orange shows the field as it is displayed for the user when they add an entry.

;Checkbox
:This allows you to offer checkboxes for the user to select. Add the options one under the other. The word will appear next to a checkbox when the user clicks to add an entry. They can check more than one box.

[[File:Checkboxfield1.png]]

;Date
:This allows a user to enter a date by picking a day, month and year from a drop down list.

[[File:Datefield1.png]]

;File
:Users can upload a file from their computer. If it is an image file then the picture field may be a better choice.

[[File:Filefield.png]]

;Latitude/longitude
:Users can enter a geographic location using latitude and longitude. For example, [http://moodle.com/hq/ Moodle HQ] is at latitude -31.9545, longitude 115.877. When viewing the record, links are automatically generated linking to geographic data services such as [http://earth.google.com Google Earth], [http://www.openstreetmap.org/ OpenStreetMap], [http://www.geabios.com/ GeaBios],[http://www.mapstars.com/extern/deltaworks-holland Mapstars] and more. (The teacher can choose which of those links appear, if any.)

:Data input requirements: Data for this field must be input relative to North and East coordinates. To convert coordinates from West (e.g. 120W) to East, simply input them into the field with a '-' in front (e.g., -120). Also, data must also be input in decimal format, not degree format. Simple converters are a web search away.
[[File:Latlongfield.png]]

;Menu
:The text entered in the ''options'' area will be presented as a drop-down list for the user to choose from. Each line become a different option.

[[File:Menufield.png]]

;Menu (Multi-select)
:The text entered in the ''options'' area will be presented as a list for the user to choose from and each line become a different option. By holding down control or shift as they click, users will be able to select multiple options. This is a fairly advanced computer skill so it may be wise to use multiple checkboxes instead.

[[File:Multiselectfield.png]]

;Number
:This allows users to enter any number. For example:
* 42
* -1000
* 0
* 0.123
* 3.0e8
:(For those who care about the technical details, the field stores floating point numbers.)

[[File:Numberfield.png]]

;Picture
:This allows a user to upload and display an image file. "Single view" is when the image is viewed on its own; "list view" is when it is viewed in with other images. Single view can be larger than list view.

[[File:Picturefield.png]]

;Radio buttons
:The user gets radio buttons and can choose only one. They can only submit the entry when they have clicked on one button. (Note:If you only have two options and they are opposites (true/false, yes/no) then you could simply use a single checkbox instead. However checkboxes default to their unchecked status and so people could submit without actively selecting one of the options. This may not always be appropriate.)

[[File:Radiofield.png]]

;Text input
:Users can enter text up to 60 characters in length. For longer text, or for text that requires formatting such as headers and bullet points, you can use a text area field.

[[File:Textfield.png]]

;Text area
:This allows users to enter a long piece of text using the text editor.

[[File:Textareafield.png]]

;URL
:The user can add a link to a website here. If you select ''autolink'' then the URL becomes clickable.. If you also enter a ''forced name for the link'' then that text will be used for the hyperlink. For example in a database of authors you may wish people to enter the author's website. If you enter the text 'homepage' as a forced name then clicking on text "homepage" will take you to the entered URL.
You can choose to have the URL open in a new window if so desired.

[[File:Urlfield.png]]

==Presets==

To avoid the necessity of always having to create a new database from scratch, the database activity module has a presets feature. An image gallery preset is included in the database module or you can browse and download one from the [https://moodle.net/collection/dw7n7v56rcye-moodle-database-presets Database presets database on Moodle.net]. You can create your own presets as well and share them with others.

===Importing a preset===

[[Image:databasepresetsnew.png|thumb|Database presets page]]
To use a preset:

# On the database page, click the Presets tab.
# The usual way to import a preset is clicking the "Choose file" button and browsing to the ZIP file containing the preset (e.g. "preset.zip") stored on the server. If there does not yet exist a preset ZIP file on the server, upload it from your local machine. Choose the desired preset file by clicking on its action "Choose". Finally, press the "Import" button.
# Alternatively, you can choose a previously loaded preset.
# After the import, you can start to add or import entries. All the hard work of setting up the fields and templates has been done for you. If you desire, you can still customize the fields and templates.

You will see a "Overwrite current settings" checkbox after the "Import" button has been pressed. If checked, the database activity overwrites some of its current general settings by those stored in the preset:
* the "Introduction" HTML text
* "Required entries"
* "Entries required before viewing"
* "Maximum entries"
* "Comments"
* "Require approval?"
* rssarticles

===Exporting a preset===

If you wish to share your database presets with others, you have two options:

#Export as a ZIP file, which can then be imported to another course or Moodle site.
#Save as a preset, which publishes the database for other teachers on your site to use. It will then appear in the preset list. (You can delete it from the list at any time.)

Note: Only the fields and templates of the database are copied when exporting or saving it as a preset, not the entries.

===Presets for download===

The [https://school.moodledemo.net/course/view.php?id=57 Activity Examples course] on the School demo site has a number of database activities with presets for download.

==See also==

Forum discussions:
*[http://moodle.org/mod/forum/discuss.php?d=84050 Can't get columns to line up in list view] including moodle.org presets for download
*[http://moodle.org/mod/forum/discuss.php?d=87005 New preset, please review, and make suggestions!] including FAQ preset for download
*[http://moodle.org/mod/forum/discuss.php?d=87560 Issue 53: Encyclopedia database preset] including encyclopedia-style preset for download
*[http://moodle.org/mod/forum/discuss.php?d=88727 Issue 51 - Design a Database Preset for Document Sharing] including preset for download
*[http://moodle.org/mod/forum/discuss.php?d=94854#p457252 Looking for some stellar examples of Moodle courses] including book reviews preset for download
*[http://moodle.org/mod/forum/discuss.php?d=89117#p511029 Restricting access to database content by user?] with research diary preset for download

[[de:Datenbank erstellen]]
[[es:Construyendo BasedeDatos]]
[[fr:Construire une base de données]]

Forum settings

2022-06-27T13:21:45Z

Tsala: /* Changing the subject line of forum notifications */ updated list of available placeholders thanks to Jun's comment in MDL-75072

{{Forum}}
This page explores in more detail the settings for the [[Forum activity]] once you have added it to your course and also covers the Site administration settings.
==General==
Give the Forum a name and a description if required. (For the Single simple discussion forum type, your description must include the question or topic you wish to discuss.)

For forum type, see the section 'Which forum do I need?' in [[Using Forum]] for further details with screenshots.
==Availability==
As well as setting a due date for forum posts, you can also set a cut-off date beyond which students can no longer post.

==Attachments and word count==

The maximum file size that may be attached to a forum post depends on the Moodle site settings. The teacher may want a smaller size limit for the forum and should bear in mind the download speeds of the course participants.

If "Display word count" is enabled, then the number of words in forum posts will be shown at the bottom of each post.
==Subscription and tracking==
;Subscription mode
:When a participant is subscribed to a forum it means that they will receive notification (depending on the user’s messaging settings preferences) of each new posting. By default, forum notifications are sent about 30 minutes after the post was saved.

Participants can usually choose whether or not they want to be subscribed to each forum. However, the teacher can choose to force subscription on a particular forum then all course users will be subscribed automatically, even those that enrol at a later time.

The subscription mode and subscribe or unsubscribe links can be found via the gear menu inside the forum in Boost or via the Forum administration in Clean. Teachers can quickly change the mode via the 'Subscription mode' options and view the current subscribers via the 'Show/edit current subscribers' link. Teachers can manually subscribe or unsubscribe participants by clicking the 'Manage subscriptions' button.

Tips:
* Forcing everyone to subscribe is especially useful in the news forum and in forums towards the beginning of the course (before everyone has worked out that they can subscribe to these emails themselves).
* Changing the setting from "Auto subscription" to "Optional" will not unsubscribe existing users; it will only affect those who enrol in the course in the future. Similarly changing "Optional" to "Auto subscription" will not subscribe existing course users but only those enrolling later.
* There is also a "Subscription disabled" setting which prevents students from subscribing to a Forum. Teachers may choose to subscribe to a forum if they wish.

===Subscribe to individual forum discussions===

In a forum with optional or auto subscription you can choose which discussions to subscribe to by toggling the subscribe / unsubscribe button to the right of the discussion.
[[File:forumsubscribetoggle.png|center]]

When you reply to a post you will see a tickbox 'Discussion subscription'. It will already be ticked if you have chosen in your forum preferences to be subscribed to discussions you post in by default. If you have chosen not to subscribe to forum discussions by default, then you can tick this box to be notified of posts from this particular thread.
;Read tracking
:If this is set to Optional, students can see which posts they have not yet read if they (1) enable forum tracking in their forum preferences and (2) turn tracking on from the Actions menu
:Note that the admin can allow "Forced read tracking" which offers another option - to force this in the forum for everyone.

==Discussion locking==
This setting will close forum threads after a specified period of time. Note that teachers can also manually lock individual threads from the list by clicking the three dots:
[[File:manualdiscussionlocking.png|center]]

===RSS===
If [[RSS feeds]] are enabled for the site and for forums, then an expandable section for RSS settings will appear. Here the teacher can turn RSS feeds on or off for that forum.When set to “Discussions,” the RSS feed will send out new discussions to subscribers. When set to “Posts,” the RSS feed will send out any new posts to subscribers.

Cron must be working regularly for the RSS feed to work; otherwise participants will see ' Error reading RSS data'.

==Post threshold for blocking==
By default, course participants can post any number of messages to forums. If you want to restrict this number and block them after a certain number or time, the expandable section 'Post threshold for blocking' allows you to specify your choice. You can also send a warning that they are about to be blocked.

==Whole forum grading==

When grading is enabled from here, grading options appear, allowing the teacher to select points or a scale. Advanced grading methods such as rubrics may also be used and can be selected from the forum cog menu / Advanced grading. For more information on grading with forums, see [[Using Forum]]

==== Ratings====
Forums use a rating [[Scales|scale]] which you can customise. You can also set a "Grade to pass" which may be connected with [[Activity completion]] and [[Restrict access]] such that a student will not be able to access a follow up activity until they have obtained a required grade (rating) in the forum.

By default, only teachers can rate forum posts, though students can be given permission to do so if desired (see forum permissions below). This is a useful tool for giving students participation grades. Any ratings given in the forum are recorded in the [[Gradebook|gradebook]].

You can set an 'aggregate type' to decide how all the ratings given to posts in a forum are combined to form the final grade (for each post and for the whole forum activity). See [[Ratings]] for an explanation of aggregate types and which one is best for you.

==Other settings==
Depending on what is enabled for your site and course, you may also need to explore [[Common module settings]], [[Restrict access| Restrict access]], [[Activity completion]], [[Tags]] and [[Competencies]]

If you want your forum to display in the [[Course overview block]], you need to add an 'Expect completed by' date in the [[Activity completion]] section.

If your Forum activity doesn't display as you wish, check the site settings below:

==Using groups with Forums==
For 'Group mode' in the expandable Common module settings section allows you to specify how your forum works with groups. (Note that Single simple discussions cannot be used with groups as this feature is not implemented. Use a standard forum instead. )
For more information about using groups with forums, see the documentation [[Using Forum]].

==Site administration settings==

A description for the Forum may or may not be obligatory depending on ''Site administration > Plugins > Activity modules > Common settings''.

The forum module has additional settings which may be changed by an administrator in ''Administration > Site administration > Plugins > Activity modules > Forum'' and, for 'Maximum time to edit posts', in ''Administration > Site administration > Security > Site policies''.

Teachers (and others with the capability [[Capabilities/mod/forum:viewhiddentimedposts|mod/forum:viewhiddentimedposts]]) can then set a display period of a date and time for the forum post to appear.

[[File:timedposts.png|500px]]

===Changing the subject line of forum notifications===

Normally when forum subscribers receive emails from forums, the subject line is of the form: Course short name + Subject of post:

[[File:forum1.png]]

The subject line can be changed - for example to: Course short name + Forum name + Subject by going to ''Site administration > Language > Language customisation'' and in forum.php changing the string ''postmailsubject'' to
{$a->courseshortname} {$a->forumname} {$a->subject}

[[File:forum2.png]]

Placeholders available for use are:

* subject
* forumname
* sitefullname
* siteshortname
* courseidnumber
* coursefullname
* courseshortname

[[de:Forum konfigurieren]]
[[fr:Ajouter/modifier un forum]]
[[ja:フォーラムの追加/編集]]
[[es:Configuraciones del foro]]

Enrolment methods

2022-06-22T09:20:52Z

Tsala: /* Managing enrolment methods */ updated location

{{Course enrolment}}
==Enrolment methods==
Depending upon which enrolment methods are enabled for the site (by an administrator in ''Site administration > Plugins > Enrolments > [[Enrolment plugins|Manage enrol plugins]]''), some or all of the following are available within a course:

===Manual enrolment===
*This enables users to be enrolled manually in ''Course administration > Users > Enrolled users''.
*It allows the teacher of the course to manage individual or collective enrolment to their course themselves - for example: if a new student arrives to class unexpectedly with just a login to the site, they may be enrolled by the teacher into their course without any input from an administrator.
*See [[Manual_enrolment|Manual enrolment]] for full details of how this can work in your course.

===Self enrolment===
*This allows users to enrol themselves into a course, either directly or via an enrolment key ("course password") The teacher does not then have to manually add students.
*More than one instance of the self enrolment method can be used so that when users enrol themselves they are assigned different roles e.g. certain users can be assigned the role of student and other users can be assigned the role of non-editing teacher
*The self-enrolment method also allows for users to enrol themselves into groups by using a group enrolment key.
*See [[Self_enrolment|Self enrolment]] for full details of how this can work in your course.

===Guest access===
*This allows those with the guest role to view the contents of a course.
*Users with the "guest role" may be visitors who do not have an account on your Moodle, or users who do have an account ("authenticated users") but who would just like to explore your course.
*It is possible to add an enrolment key so that only those guest users you wish to grant access can enter the course
*Entering a course with guest access doesn't allow a user to participate in any activities; they can only view information.
*See [[Guest_access|Guest access]] for full details of how this can work in your course.

===Cohort sync===
*A cohort is a set of users which has been added either to the site as a whole or to a particular category and which can then be made available in a course through the cohort-sync enrolment plugin.
*Only an administrator or a manager can use this plugin.
*See [[Cohort_sync|Cohort sync]] for full details of how this can work in your course.

===Course meta link===
*This allows users who are in another course to be automatically enrolled into your course as well. An example might be if a Moodle site has a course for "Staff Only" and a course for "Moodle Help". If the "Staff Only" course is added to the "Moodle Help" course with the course meta link plugin, then every time a new member of staff joins the "Staff Only" course, they will automatically be enrolled in the "Moodle Help" course as well.
*Teachers can only select from courses in which they are teachers when using this method.
*See [[Course_meta_link|Course meta link]] for full details of how this can work in your course.

===PayPal===
*This allows users to pay for a course. The PayPal enrolment plugin needs to be enabled sitewide by the administrator and the plugin needs to be added to a course by the administrator or a manager.
*The course teacher can select a cost(and currency for their course) along with other course-specific requirements.
*See [[Paypal_enrolment|PayPal enrolment]] for full details of how this can work in your course.

==Managing enrolment methods==
[[Image:enrolmentmethods3031.jpg]]

Managers and teachers (and any other users with the capability [[Capabilities/moodle/course:enrolconfig|moodle/course:enrolconfig]]) can manage enrolment methods via the Participants link then selecting 'Enrolment methods' from the dropdown menu.

* To add a new method, select it from the dropdown menu.
* To remove any unused enrolment method, click the delete icon (X) opposite it.
* To temporarily disable an enrolment method, click the show/hide icon (an eye) opposite it. (This ensures that the settings are remembered if the enrolment method is later re-enabled.)
* If several self-enrolment methods are enabled, the order in which they are listed for users wanting to enrol can be changed with the up/down arrows.

==See also==

* [[Enrolment plugins]]

[[fr:Méthodes d'inscription]]
[[de:Einschreibemethoden]]
[[es:Métodos de inscripción]]

Question contexts

2022-06-07T06:39:12Z

Tsala: /* How to access the Quiz activity context */ update location

__TOC__
{{Questions}}We can share questions in different contexts. ''Context'' may be an unfamiliar word. Think of a context as an area within your Moodle site. Each different context has a separate question category hierarchy. So, now you can choose the 'context' within which your questions will be shared. And also an administrator can give their users different permissions within different context areas.

See the diagram illustrating the relationship of the different contexts below. Different colours denote different context types (though there are two hues of green, both denote the same type). Notice how question contexts contain each other. Notice also that Course category contexts can be nested. In this example we have two contexts nested within each other 'Humanities' and 'Languages'. We could have a third course category 'English' and fourth and so on. Course categories can be nested infinitely and so you can set up a very flexible system of question contexts for sharing questions and assigning question sharing permissions.

As described at [[Question categories]], questions are stored in a hierarchical structure similar to folders at the filesystem. You can imagine question context as a place where the tree of question categories is actually placed. By default, every teacher can create new questions in the course context (the blue one in the diagram) and the activity module context (the white one). We will discuss how to allow a teacher to create questions in higher contexts below.

[[Image:question-contexts.png|thumb|left|600px|Example diagram of question contexts: question categories can be stored in several nested areas]]
<br clear="both" />

Question contexts are just as a subset of the Roles and Permissions contexts. A context contained by another context inherits the permissions of the containing context. You can access question categories in any containing context if you have permission to do so. Remember, you can access the question bank in two ways: from within an activity (now only the quiz activity), or from the link in the Course admin menu to 'Questions'. When you access the question bank from the :

* Activity. If you have permissions you can access question categories in :
** that activity's context and containing contexts.
** the course in which the activity module is contained.
** the course categories in which the course that contains the activity module is contained.
** the core system context.
* Course. If you have permissions you can access question categories in :
** that course.
** the course categories in which the course is contained.
** the core system context.

So questions contexts are accessible as follows :

* '''Activity context''' : questions only available to one activity module.
* '''Course context''' : questions available to all activity modules in a course and within the course from the 'Questions' link in the course administration block.
* '''Course category contexts''' : questions available to all activity modules and courses in the course category (remember one course category can contain other course categories, you can share your questions in any parent course category).
* '''Core System context''' : questions available in all courses and activities on your site.

All Question capabilities are tested in the relevant context. So, for example, to add a question to a category you must have the add capability for that context. See [[:Category:Roles|roles and capability help]] for more info. If you don't have permission to do anything in a context, then the categories in that context will not be visible to you.

==How to access the Quiz activity context==
Moodle automatically creates a Quiz activity context each time you create or duplicate a quiz. This Quiz activity context is specific and unique to each quiz, whether created or duplicated.

You can only access the Quiz activity context of a quiz by going via the quiz to the question bank. The first context, at the top of the page, titled "Question categories for 'Quiz: name of the quiz', is the Quiz activity context.

In the Quiz activity context, Moodle also automatically creates a category called "Default for Name of the quiz ()". This is where you often want to place the questions of a quiz. Note that Moodle behaves differently when you copy a quiz and whether the questions are placed in the Quiz context or in another context. See the [[Quiz FAQ]] 'Copying a quiz'.

==See also==

*[[How to let teachers share questions between courses]]
*[[Question permissions explained with diagrams]]

[[Category:Roles]]

[[de:Fragenkontext]]
[[es:Contextos de pregunta]]
[[fr:Contextes de questions]]
[[ja:問題コンテクスト]]

Moodle app features

2022-04-22T10:50:05Z

Tsala: /* Features summary */ providing a direct link to the pdf file

{{Mobile}}
__NOTOC__
<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:36MoodleApp.png|600px]]
<div class="caption">
<h4>See your courses at glance</h4>
<p>Your courses are listed with easy access to contents, participants, grades and notes. A useful filter field lets you find a particular course quickly. If your token expires during a session, you're prompted to re-enter your password and continue. </p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35timeline.png|600px]]
<div class="caption">
<h4>View and access activities which are due</h4>
<p> The timeline display shows you which tasks you need to complete, with quick access links. </p>
</div>
</div>
</li>
</ul>
</div>

<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35connectparticipants1.png|600px]]
<div class="caption">
<h4>Connect with course participants</h4>
<p>Easily connect to course participants.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35dashboardbothorientations.png|600px]]
<div class="caption">
<h4> Orientation and resolution support </h4>
<p>The app displays in portrait or landscape view, whatever your screen resolution.</p>
</div>
</div>
</li>
</ul>
</div>

<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35accesscourses.png|600px]]
<div class="caption">
<h4>Easily access course content</h4>
<p>View course activities and download materials for offline use. Work through Books and IMS Content packages directly in the app. The downloading status of resources is preserved even when changing sections or pages.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35activitycompletion.png|600px]]
<div class="caption">
<h4>Activity completion</h4>
<p>Track progress from your device with [[Activity completion]]. Automatic completion is registered, and students can also manually mark a task complete on their mobile.</p>
</div>
</div>
</li>
</ul>
</div>

<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35gradebook.png|600px]]
<div class="caption">
<h4>Grades and grading</h4>
<p> A Grades link for each course gives fingertip access to the gradebook, and teachers can view assignment submissions on the move.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35notes.png|600px]]
<div class="caption">
<h4>Notes</h4>
<p>Teachers can view site, course and personal notes about their students and add their own notes.</p>
</div>
</div>
</li>
</ul>
</div>

<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35messages.png|600px]]
<div class="caption">
<h4>Message participants</h4>
<p>Send and view private messages to colleagues and students from the Messages link in the side tab.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35calendar.png|600px]]
<div class="caption">
<h4>Keep up to date with calendar events</h4>
<p>Site, course and user events can be viewed in the calendar.Calendar events can now be viewed offline and infinite scrolling is available.</p>
</div>
</div>
</li>
</ul>
</div>

<div class="contentblock">
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35privatefiles.png|600px]]
<div class="caption">
<h4>View and upload to your Private files</h4>
<p>Check the contents of your private files and upload media to them on the go. You're now allowed up to 50MB storage (depending on your SD card).</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35notifications.png|600px]]
<div class="caption">
<h4>Notifications</h4>
<p>Keep up to date with notifications. The app supports both local (calendar events) and push (messages, forum posts, submitted assignments etc) notifications. See [[Mobile app notifications]] for more details. Infinite scrolling is available and local notifications have multi-site support.</p>
</div>
</div>
</li>
</ul>
</div>

<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File: mobile35choice.png|600px]]
<div class="caption">
<h4>Make choices</h4>
<p>The app supports students making and removing choices.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35chat.png|600px]]
<div class="caption">
<h4>Engage in chat, on the move</h4>
<p>Participate in a course [[Chat activity]].</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35survey.png|600px]]
<div class="caption">
<h4> Feed back to teachers with a survey</h4>
<p>[[Survey|Surveys]] may now be taken using the app.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35searchcourses.png|600px]]
<div class="caption">
<h4>Search the list of courses</h4>
<p>App users can search courses to find one they wish to take.</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35selfenrol.png|600px]]
<div class="caption">
<h4>Enrol yourself from your smartphone</h4>
<p>Found a course you like? Enrol immediately via the app.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35scorm.png|600px]]
<div class="caption">
<h4>Play SCORM packages on and off-line</h4>
<p>The [[Moodle app SCORM player]] tracks interactions and synchronises when you're back online.</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35downloadcourse.png|600px]]
<div class="caption">
<h4>Download all course sections</h4>
<p>Easily download all sections to view offline.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35glossary.png|600px]]
<div class="caption">
<h4>Browse glossary entries</h4>
<p>Search for and browse glossary entries.</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File: mobile35quiz.png|600px]]
<div class="caption">
<h4>Take quizzes on your mobile</h4>
<p>Quizzes may now be completed on the move. Find out more about the [[Moodle Mobile Quiz module|Moodle Mobile quiz]].</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35learningplans.png|600px]]
<div class="caption">
<h4>Learning plans </h4>
<p>Learning plans may be viewed and progress checked from the mobile.</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File:mobile35competencies.png|600px]]
<div class="caption">
<h4>Easiy view course competencies</h4>
<p>A Competencies tab allows you to see course competencies at a glance.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35teachergrading.png|600px]]
<div class="caption">
<h4>Teachers: Grade assignments</h4>
<p>Assignments may be graded on the move, from the app and may be graded offline</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File: mobile35badges.png|600px]]
<div class="caption">
<h4>View badges from your profile</h4>
<p>Badges are now visible from a link in the user profile</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35preferences.png|600px]]
<div class="caption">
<h4>Notifications & Messaging preferences</h4>
<p>New preferences screen lets you decide how to be alerted</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File: mobile35workshop.png|600px]]
<div class="caption">
<h4>Submit to workshops from the app</h4>
<p>Students can now do workshop activities from their mobile or tablet.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile35paypal.png|600px]]
<div class="caption">
<h4>Sign up to courses via PayPal</h4>
<p>PayPal enrolment is now supported in the app.</p>
</div>
</div>
</li>
</ul>
</div>
<div class="row-fluid">
<ul class="thumbnails">
<li class="span6">
<div class="thumbnail">
[[File: mobile39h5p.png|600px]]
<div class="caption">
<h4>Play H5P on and off-line</h4>
<p>Users can now play [[Moodle_app_H5P_support|H5P packages]] on and off-line, including grading for the H5P activity.</p>
</div>
</div>
</li>
<li class="span6">
<div class="thumbnail">
[[File:mobile39qr.png|600px]]
<div class="caption">
<h4>Scan QRs to login or open courses/activities in the app</h4>
<p>The app now includes a QR reader so users can easily authenticate in their site or open certain courses or activities in the app.</p>
</div>
</div>
</li>
</ul>
</div>
====Features summary====

For a detailed features comparison table of Moodle LMS and the Moodle app, please see [https://docs.moodle.org/en/images_en/2/2a/Moodle_features_students.pdf Moodle features for students.pdf].

==Activities & Resources Support==

[[File:moodlemobile_activities_resources.png|600px]]

=== Languages ===

The Moodle app is being translated into an increasing number of languages. As of June 2020, 47 languages are available:

(ar) عربي, (bg) Български, (ca) Català, (cs) Čeština, (da) Dansk, (de) Deutsch, (de-du) Deutsch - Du, (el) Ελληνικά, (en) English, (en-us) English - United States, (es) Español, (es-mx) Español - México, (eu) Euskara, (fa) فارسی, (fi) Suomi, (fr) Français, (he) עברית, (hu) magyar, (id) Indonesian, (it) Italiano, (ja) 日本語, (km) ខ្មែរ, (kn) ಕನ್ನಡ, (ko) 한국어, (lt) Lietuvių, (lv) Latviešu, (mn) मराठी, (mr) मराठी, (nl) Nederlands, (no) Norsk - bokmål, (pl) Polski, (pt-br) Português - Brasil, (pt) Português - Portugal, (pt-br) Português - Brasil, (ro) Română, (ru) Русский, (sl) Slovenščina, (sr-cr) Српски, (sr-lt) Srpski, (sv) Svenska, (tg) Тоҷикӣ, (tr) Türkçe, (uk) Українська, (vi) Vietnamese, (zh-cn) 简体中文, (zh-tw) 正體中文

If the Moodle app is not yet available in your language, please consider helping with the translation. See [[:dev:Translating Moodle Mobile|Translating Moodle Mobile]] for details.

[[ca:Característiques_Moodle_Mobile]]
[[es:Características de la App Moodle]]
[[fr:Fonctionnalités de l'app mobile]]
[[de:Moodle App - Funktionalitäten]]

== See also ==
* [http://www.slideshare.net/juanleyva/moodle-mobile-offline-features Moodle Mobile offline features] - Presentation in the MoodleMoot UK 2016
* [[:dev:Moodle Mobile release notes|Moodle Mobile release notes]] in the dev docs

MoodleDocs:Overview

2022-04-21T10:11:18Z

Tsala: /* Français (French) */ 4x link

==English==
[https://docs.moodle.org/401/en/ 4.0 EN documentation]<br />
[https://docs.moodle.org/311/en/ 3.11 EN documentation]<br />
[https://docs.moodle.org/310/en/ 3.10 EN documentation]<br />
[https://docs.moodle.org/39/en/ 3.9 EN documentation]<br />

Also:<br />
[https://docs.moodle.org/dev/ Developer documentation]

==Català (Catalan)==

[https://docs.moodle.org/2x/ca/ 2.x CA documentation]<br />

==Deutsch (German)==
[https://docs.moodle.org/400/de/ 4.0 DE documentation]<br />
[https://docs.moodle.org/311/de/ 3.11 DE documentation]<br />
[https://docs.moodle.org/310/de/ 3.10 DE documentation]<br />
[https://docs.moodle.org/39/de/ 3.9 DE documentation]<br />

==Español (Spanish)==

[https://docs.moodle.org/all/es/ ES documentation]

==Euskara (Basque)==

[https://docs.moodle.org/all/eu/ EU documentation]

==Français (French)==

[https://docs.moodle.org/4x/fr/ 4.x FR documentation]<br />
[https://docs.moodle.org/3x/fr/ 3.x FR documentation]<br />

==Hrvatski (Croatian)==

[https://docs.moodle.org/all/hr/ HR documentation]

==Íslenska (Icelandic)==

[https://docs.moodle.org/all/is/ IS documentation]

==Italiano (Italian)==

[https://docs.moodle.org/35/it/ 3.5 IT documentation]

==日本語 (Japanese)==

[https://docs.moodle.org/3x/ja/ 3.x JA documentation]<br />

==Polski (Polish)==

[https://docs.moodle.org/2x/pl/ 2.x PL documentation]

==Português Brasileiro (Brazilan Portuguese)==

[https://docs.moodle.org/all/pt_br PT_BR documentation]

==Suomi (Finnish)==

[https://docs.moodle.org/3x/fi/ 3.x FI documentation]<br />

==中文 (Chinese)==

[https://docs.moodle.org/all/zh/ ZH documentation]

==See also==

* [[MoodleDocs:Read-only archives]]

MoodleDocs:Overview

2022-04-21T10:10:47Z

Tsala: /* Deutsch (German) */ 4.0 link

==English==
[https://docs.moodle.org/401/en/ 4.0 EN documentation]<br />
[https://docs.moodle.org/311/en/ 3.11 EN documentation]<br />
[https://docs.moodle.org/310/en/ 3.10 EN documentation]<br />
[https://docs.moodle.org/39/en/ 3.9 EN documentation]<br />

Also:<br />
[https://docs.moodle.org/dev/ Developer documentation]

==Català (Catalan)==

[https://docs.moodle.org/2x/ca/ 2.x CA documentation]<br />

==Deutsch (German)==
[https://docs.moodle.org/400/de/ 4.0 DE documentation]<br />
[https://docs.moodle.org/311/de/ 3.11 DE documentation]<br />
[https://docs.moodle.org/310/de/ 3.10 DE documentation]<br />
[https://docs.moodle.org/39/de/ 3.9 DE documentation]<br />

==Español (Spanish)==

[https://docs.moodle.org/all/es/ ES documentation]

==Euskara (Basque)==

[https://docs.moodle.org/all/eu/ EU documentation]

==Français (French)==

[https://docs.moodle.org/3x/fr/ 3.x FR documentation]<br />

==Hrvatski (Croatian)==

[https://docs.moodle.org/all/hr/ HR documentation]

==Íslenska (Icelandic)==

[https://docs.moodle.org/all/is/ IS documentation]

==Italiano (Italian)==

[https://docs.moodle.org/35/it/ 3.5 IT documentation]

==日本語 (Japanese)==

[https://docs.moodle.org/3x/ja/ 3.x JA documentation]<br />

==Polski (Polish)==

[https://docs.moodle.org/2x/pl/ 2.x PL documentation]

==Português Brasileiro (Brazilan Portuguese)==

[https://docs.moodle.org/all/pt_br PT_BR documentation]

==Suomi (Finnish)==

[https://docs.moodle.org/3x/fi/ 3.x FI documentation]<br />

==中文 (Chinese)==

[https://docs.moodle.org/all/zh/ ZH documentation]

==See also==

* [[MoodleDocs:Read-only archives]]

MoodleDocs:Overview

2022-04-21T10:10:14Z

Tsala: /* English */ 4.0 link

==English==
[https://docs.moodle.org/401/en/ 4.0 EN documentation]<br />
[https://docs.moodle.org/311/en/ 3.11 EN documentation]<br />
[https://docs.moodle.org/310/en/ 3.10 EN documentation]<br />
[https://docs.moodle.org/39/en/ 3.9 EN documentation]<br />

Also:<br />
[https://docs.moodle.org/dev/ Developer documentation]

==Català (Catalan)==

[https://docs.moodle.org/2x/ca/ 2.x CA documentation]<br />

==Deutsch (German)==
[https://docs.moodle.org/311/de/ 3.11 DE documentation]<br />
[https://docs.moodle.org/310/de/ 3.10 DE documentation]<br />
[https://docs.moodle.org/39/de/ 3.9 DE documentation]<br />

==Español (Spanish)==

[https://docs.moodle.org/all/es/ ES documentation]

==Euskara (Basque)==

[https://docs.moodle.org/all/eu/ EU documentation]

==Français (French)==

[https://docs.moodle.org/3x/fr/ 3.x FR documentation]<br />

==Hrvatski (Croatian)==

[https://docs.moodle.org/all/hr/ HR documentation]

==Íslenska (Icelandic)==

[https://docs.moodle.org/all/is/ IS documentation]

==Italiano (Italian)==

[https://docs.moodle.org/35/it/ 3.5 IT documentation]

==日本語 (Japanese)==

[https://docs.moodle.org/3x/ja/ 3.x JA documentation]<br />

==Polski (Polish)==

[https://docs.moodle.org/2x/pl/ 2.x PL documentation]

==Português Brasileiro (Brazilan Portuguese)==

[https://docs.moodle.org/all/pt_br PT_BR documentation]

==Suomi (Finnish)==

[https://docs.moodle.org/3x/fi/ 3.x FI documentation]<br />

==中文 (Chinese)==

[https://docs.moodle.org/all/zh/ ZH documentation]

==See also==

* [[MoodleDocs:Read-only archives]]

admin/setting/activitychoosersettings

2022-04-20T13:01:08Z

Tsala: redirect

#redirect [[Activity chooser]]

MediaWiki:Sitenotice

2022-04-19T05:59:50Z

Tsala: removing status note

Upgrading

2022-03-26T14:03:57Z

Tsala: /* New capabilities in Moodle {{Version}} */ formatting

Upgrading

2022-03-26T14:03:25Z

Tsala: /* New capabilities in Moodle {{Version}} */ formatting

Upgrading

2022-03-26T14:02:09Z

Tsala: /* New capabilities in Moodle {{Version}} */ 4.0 caps thanks to David Mudrak for list

Upgrading

2022-03-26T14:00:55Z

Tsala: /* Possible issues that may affect you in Moodle {{Version}} */ links update

Upgrading

2022-03-26T13:58:15Z

Tsala: /* Possible issues that may affect you in Moodle {{Version}} */ update, dev docs links

Aiken format

2022-03-17T13:00:17Z

Tsala: Export to Aiken format now available (MDL-21904)

{{Export questions}}
==About Aiken format==
The '''Aiken format''' is a very simple way of creating multiple choice questions using a clear human-readable format in a text file. (The [[GIFT format]] has many more options and perhaps is less prone to errors, but doesn't look as straightforward as AIKEN. ) The question must be all on one line. Each answer must start with a single uppercase letter, followed by a period '.' or a bracket ')', then a space. The answer line must immediately follow, starting with "ANSWER: " (NOTE the space after the colon) and then giving the appropriate letter.

IMPORTANT NOTES:
* You have to save the file in a '''text format'''. Don't save it as a Word document or anything like that.
* Non-ASCII characters like 'quotes' can cause import errors. To avoid this always save your text file in [[UTF-8|UTF-8 format]] (most text editors, even Word, will ask you).
* The answer letters (A,B,C etc.) and the word "ANSWER" '''must''' be capitalised as shown below, otherwise the import will fail.

Here is an example of the format:

<pre>What is the correct answer to this question?
A. Is it this one?
B. Maybe this answer?
C. Possibly this one?
D. Must be this one!
ANSWER: D

Which LMS has the most quiz import formats?
A) Moodle
B) ATutor
C) Claroline
D) Blackboard
E) WebCT
F) Ilias
ANSWER: A</pre>

Both these examples imported into Moodle gave questions looking like:

Which LMS has the most quiz import formats?
Choose one answer.
* a. Blackboard
* b. WebCT
* c. ATutor
* d. Moodle
* e. Claroline
* f. Ilias

== Importing ==

When importing there are many options, but these do not influence Aiken Format import:
* Get category from file [_]
* Get context from file [_]
* Match grades [Error if grade not listed/Nearest grade if not listed]
* Stop on error [Yes/No]

==Hints and Tips==

* Use a text editor, like PSPad, (Windows "notepad" may not save with right encoding) to write the file with questions and save as a TXT file in [[UTF-8|UTF-8 format]]. Use only simple ' not slant ones ´ ` ! Avoid other exotic characters like ... HORIZONTAL ELLIPSIS (http://www.fileformat.info/info/unicode/char/2026/index.htm, three dots as a single character).

*[http://moodle.heroku.com Moodle XML Converter] - more extensive version of AIKEN format. Supports almost all Moodle questions types - multichoice, shortanswer, cloze, essay, order, matching, numeric, truefalse

==See also==

*[[Import questions]]
*[[GIFT]]

[[Category:Questions]]
[[Category:Quiz]]
[[de:AIKEN]]
[[es:Formato Aiken]]
[[fr:Format Aiken]]

Template:Export questions

2022-03-17T12:57:48Z

Tsala: Aiken format

<div class="navtrail">[[Main page]] ► [[Managing a Moodle course]] ► [[Questions]] ► [[Managing questions]] ► [[Export questions]] ► [[{{PAGENAME}}]]</div>
<div class="sideblock right" style="width: 12em;">
<div class="header">[[Export questions]]</div>
<div class="content">
* [[Aiken format]]
* [[GIFT format]]
* [[Moodle XML format]]
* [[XHTML format]]
</div>
</div>

<includeonly>[[Category:Questions]]</includeonly>
<noinclude>This template will categorise articles that include it into [[:Category:Questions]].</noinclude>

Aiken format

2022-03-17T12:56:03Z

Tsala: {{Export questions}}

{{Export questions}}
The '''Aiken format''' is a very simple way of creating multiple choice questions using a clear human-readable format in a text file. (The [[GIFT format]] has many more options and perhaps is less prone to errors, but doesn't look as straightforward as AIKEN. ) The question must be all on one line. Each answer must start with a single uppercase letter, followed by a period '.' or a bracket ')', then a space. The answer line must immediately follow, starting with "ANSWER: " (NOTE the space after the colon) and then giving the appropriate letter.

IMPORTANT NOTES:
* You have to save the file in a '''text format'''. Don't save it as a Word document or anything like that.
* Non-ASCII characters like 'quotes' can cause import errors. To avoid this always save your text file in [[UTF-8|UTF-8 format]] (most text editors, even Word, will ask you).
* The answer letters (A,B,C etc.) and the word "ANSWER" '''must''' be capitalised as shown below, otherwise the import will fail.

Here is an example of the format:

<pre>What is the correct answer to this question?
A. Is it this one?
B. Maybe this answer?
C. Possibly this one?
D. Must be this one!
ANSWER: D

Which LMS has the most quiz import formats?
A) Moodle
B) ATutor
C) Claroline
D) Blackboard
E) WebCT
F) Ilias
ANSWER: A</pre>

Both these examples imported into Moodle gave questions looking like:

<div class="note">
Which LMS has the most quiz import formats?
Choose one answer.
* a. Blackboard
* b. WebCT
* c. ATutor
* d. Moodle
* e. Claroline
* f. Ilias
</div>

== Importing ==

When importing there are many options, but these do not influence Aiken Format import:
* Get category from file [_]
* Get context from file [_]
* Match grades [Error if grade not listed/Nearest grade if not listed]
* Stop on error [Yes/No]

==Exporting==
Moodle does not have an Aiken format export. See MDL-21904. Jean-Michel Vedrine committed on 9 Oct 2014 [https://github.com/jmvedrine/moodle/commit/ed6bf151da57e52a4f6fd4526d85d35b763fb8bf some code in GitHub].

==Hints and Tips==

* Use a text editor, like PSPad, (Windows "notepad" may not save with right encoding) to write the file with questions and save as a TXT file in [[UTF-8|UTF-8 format]]. Use only simple ' not slant ones ´ ` ! Avoid other exotic characters like ... HORIZONTAL ELLIPSIS (http://www.fileformat.info/info/unicode/char/2026/index.htm, three dots as a single character).

*[http://moodle.heroku.com Moodle XML Converter] - more extensive version of AIKEN format. Supports almost all Moodle questions types - multichoice, shortanswer, cloze, essay, order, matching, numeric, truefalse

==See also==

*[[Import questions]]
*[[GIFT]]

[[Category:Questions]]
[[Category:Quiz]]
[[de:AIKEN]]
[[es:Formato Aiken]]
[[fr:Format Aiken]]

mod/bigbluebuttonbn/mod

2022-02-17T15:31:18Z

Tsala: redirect

#redirect [[BigBlueButton]]

Template:Activities

2022-02-17T14:16:09Z

Tsala: BigBlueButton

<div class="navtrail">[[Main page]] ► [[Managing a Moodle course]] ► [[Activities]] ► [[{{PAGENAME}}]]</div>
<div class="sideblock right" style="width: 12em;">
<div class="header">[[Activities]]</div>
<div class="content">
* [[Managing activities]]
* [[Assignment activity|Assignment]]
* [[BigBlueButton]]
* [[Chat activity|Chat]]
* [[Choice activity|Choice]]
* [[Database activity|Database]]
* [[External tool|External tool]]
* [[Feedback activity|Feedback]]
* [[Forum activity|Forum]]
* [[Glossary activity|Glossary]]
* [[H5P activity|H5P]]
* [[Lesson activity|Lesson]]
* [[Quiz activity|Quiz]]
* [[SCORM activity|SCORM]]
* [[Survey activity|Survey]]
* [[Wiki activity|Wiki]]
* [[Workshop activity|Workshop]]
</div>
</div>

<includeonly>[[Category:Activity modules]]</includeonly>
<noinclude>This template will categorize articles that include it into [[:Category:Activity modules]].</noinclude>

BigBlueButton

2022-02-17T14:14:46Z

Tsala: {{Activities}}

{{Activities}}
{{New features}}
==What is the BigBlueButton activity?==
BigBlueButton lets you create from within Moodle links to real-time on-line classrooms using BigBlueButton, an open source web conferencing system for distance education. You can specify conference times, which are then added to the calendar, and, if allowed in your installation, the sessions may be recorded for viewing later.

Free Tier Hosting is currently restricted as follows:
# The maximum length for each session is 60 minutes;
# The maximum number of concurrent users per session is 25;
# Recordings expire after seven (7) days and are not downloadable; and
# Viewers' (student) webcams are only visible to the moderator.
==How is it set up?==
*In a course, with the editing turned, on add BigBlueButton from the activity chooser.
*Choose a name and description, and, if desired, a welcome message which will appear in the Chat box when participants join the session.
*If you tick "wait for moderator", students can only join once someone with the moderator role has entered the room.
*From the Participants list you can, if needed, give specific roles to specific people, such as a moderator role.
*In the Schedule section you can set a start time and also a time after which student will not be able to enter the room.
==How does it work?==
*Once set up, the activity appears with a link to join when the time is correct. (Before then, or if a moderator is required first. a message appears saying the conference has not yet started.)
[[File:bbb-room.png|alt=]]
*On entering the room, a message will appear asking if you want to use your microphone or just listen. If you choose microphone you will need to check your settings.
*The moderator can choose whether to allow participants to use webcams and microphones or not.
*The central area can display presentations, polls, screensharing or an interactive whiteboard.
*There is also a chat option with public and private chat.

[[Category:BigBlueButton]]
[[es:Guía rápida de BigBlueButton]]
[[File:bbb24 test-moodle.png|left|frameless|600x600px]]

Site admin presets

2022-02-10T08:16:25Z

Tsala: project page link, new features template

{{New features}}

==See also==

* The project page [[:dev:Site admin presets]]

admin/tool/admin presets/index

2022-02-10T08:14:20Z

Tsala: redirect

#redirect [[Site admin presets]]