The topic of manually overriding question grades has come up repeatedly and is a feature we certainly need. Could we use this thread to discuss this. I know that some time ago Mark Nielsen started to implement this.
While we are on this subject, and especially if a teacher is going to be overriding grades, we need a way for the teacher to add feedback to the quiz as well. This could be used for the teacher to explain why they changed a grade.
Also, I don't think bad questions are the only reason a teacher might want to manual regrade. A student may give an answer that the teacher realizes is also correct but wasn't one of the original answers, and wants to give them credit for it.
Also, I don't think bad questions are the only reason a teacher might want to manual regrade. A student may give an answer that the teacher realizes is also correct but wasn't one of the original answers, and wants to give them credit for it.
A student may give an answer that the teacher realizes is also correct
but wasn't one of the original answers, and wants to give them credit
for it.
The exact reason one of our Professors gave! Part of her course material is teaching students to stand up/think for themselves, so she encourages them to provide alternate answers, comment their answers, etc.
So she wants to be able to add a student comment box for all MC questions, a way to manually change the grade if she agrees with the student's reasoning, and a way to leave an explanation.
She is one of our most innovative and tech aware faculty with 20 years of higher ed experience, so I guess great minds must think alike
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The exact reason one of our Professors gave! Part of her course material is teaching students to stand up/think for themselves, so she encourages them to provide alternate answers, comment their answers, etc.
So she wants to be able to add a student comment box for all MC questions, a way to manually change the grade if she agrees with the student's reasoning, and a way to leave an explanation.
She is one of our most innovative and tech aware faculty with 20 years of higher ed experience, so I guess great minds must think alike
So she wants to be able to add a student comment box for all MC
questions, a way to manually change the grade if she agrees with the
student's reasoning, and a way to leave an explanation.
This is an interesting concept for me. I thought the whole point of M/C questions was that the candidate identified the correct option(s) from those provided.
For other types e.g. short answer, I'd agree that this would be most useful for the reasons identified.
This is an interesting concept for me. I thought the whole point of M/C questions was that the candidate identified the correct option(s) from those provided.
For other types e.g. short answer, I'd agree that this would be most useful for the reasons identified.
This is an interesting concept for me. I thought the whole point of M/C questions was that the candidate identified the correct option(s) from those provided.
It's all about interpretation. Take:
Where does the Prime Minister of the UK usually live?
a) 10 Downing Street
b) 11 Downing Street
c) The White House
d) The House of Lords
I would answer b as Tony Blair lives in 11 Downing Street, as the flat is larger than number 10 and he has a family. He works in number 10. Somebody else could argue the question is about all UK Prime Ministers and the answer is therefore a.
You could argue it is a poor question but it does open the topic up for potential debate.
I'm sure there are better examples but that's the best I can come up with in between writing reports
Hello everyone,
Let me add an illustrating example to explain why, to my mind, even MCs need to be regradable. I am the director of a language center and therefore I often need to discuss exams with my colleague. While we most often agree on answers there are times when a perfectly unambiguous MC suddenly turns into a subjet of heated debate. This is especially the case with the differentiation past tense vs. present perfect and - in French - imparfait vs. passé composé. In most cases they exclude each other but in virtually every text that is longer than, say, 3 paragraphs you're almost bound to bump into one of those "but couldn't you use the other one, if you interpret the sentence differently?"-cases.
Which, by the way, brings me to an extension of Gustav's initial suggestion: Not only do we need a regrading option, we even need one that would allow us to automatically recalibrate the whole test. If we gave one answer good for one student, there is - usually - no reason why we shouldn't treat everyone that way, or is there? And if that is so, why not allow this change of mind to apply to everyone at the press of a button.
I was thinking along the lines of a separate grading file which would be attached to the original test and could be stored individually. This would not only allow teachers to correct their original scoring. It would also allow them to create one test with different scoring schemes for different students. Just imagine creating one test which would allow answers that at least come close (cf. Darrens Downing Street example) for weak students and be strict for stronger ones or specialists (you may not want to allow No. 10 Downing Street for students of political science, whom you want only to state the workplace, while you might be happy if your freshmen didn't make Blair live in the White House).
Sorry for the lengthy post but I just had my students (and me too, in a way) pass their first Moodle test and the panic in their eyes (The questions were easy, honest, but they were terrified by having to type in their answers) plus the observation of their dealing with the test gave me plenty of ideas about how the quiz resource could be improved.
Best regards to all
Peter
Let me add an illustrating example to explain why, to my mind, even MCs need to be regradable. I am the director of a language center and therefore I often need to discuss exams with my colleague. While we most often agree on answers there are times when a perfectly unambiguous MC suddenly turns into a subjet of heated debate. This is especially the case with the differentiation past tense vs. present perfect and - in French - imparfait vs. passé composé. In most cases they exclude each other but in virtually every text that is longer than, say, 3 paragraphs you're almost bound to bump into one of those "but couldn't you use the other one, if you interpret the sentence differently?"-cases.
Which, by the way, brings me to an extension of Gustav's initial suggestion: Not only do we need a regrading option, we even need one that would allow us to automatically recalibrate the whole test. If we gave one answer good for one student, there is - usually - no reason why we shouldn't treat everyone that way, or is there? And if that is so, why not allow this change of mind to apply to everyone at the press of a button.
I was thinking along the lines of a separate grading file which would be attached to the original test and could be stored individually. This would not only allow teachers to correct their original scoring. It would also allow them to create one test with different scoring schemes for different students. Just imagine creating one test which would allow answers that at least come close (cf. Darrens Downing Street example) for weak students and be strict for stronger ones or specialists (you may not want to allow No. 10 Downing Street for students of political science, whom you want only to state the workplace, while you might be happy if your freshmen didn't make Blair live in the White House).
Sorry for the lengthy post but I just had my students (and me too, in a way) pass their first Moodle test and the panic in their eyes (The questions were easy, honest, but they were terrified by having to type in their answers) plus the observation of their dealing with the test gave me plenty of ideas about how the quiz resource could be improved.
Best regards to all
Peter
Hi Peter
If I'm not mistaken, this option already exists (Moodle 1.5). Moodle lets you change answers at any time (of course also after a test has been taken) and automatically changes students' scores accordingly. All you need to do is go into edit test, edit the question, save and that's it. I hope this answered your question.
Sincerely
Steffen
Dear Steffen,
You may very well be right - we still have 1.4.2 running. I can't risk running a release which may still have some bugs. But you made me look forward to the next update, thank you.
Viele Grüße von der Saar ins Schwabenland
Peter
You may very well be right - we still have 1.4.2 running. I can't risk running a release which may still have some bugs. But you made me look forward to the next update, thank you.
Viele Grüße von der Saar ins Schwabenland
Peter
Hi Steffen,
Changing answers is a useful feature, but I think the ability to override the entire quiz grade is still needed.
I am using moodle in a high school setting where I often have students absent for extended periods due to travel or illness. These students have to make up the missing quiz, which is why I keep copies of every quiz I write in .pdf format (thank you OS X!).
In moodle 1.4.2 the only option I have to input the grade is to reopen the quiz and enter the student's answers (or in moodle 1.5, to enter the answers directly). This can be a time consuming task since I am using the quiz module for student's nightly homework.
Thanks,
Fig
Changing answers is a useful feature, but I think the ability to override the entire quiz grade is still needed.
I am using moodle in a high school setting where I often have students absent for extended periods due to travel or illness. These students have to make up the missing quiz, which is why I keep copies of every quiz I write in .pdf format (thank you OS X!).
In moodle 1.4.2 the only option I have to input the grade is to reopen the quiz and enter the student's answers (or in moodle 1.5, to enter the answers directly). This can be a time consuming task since I am using the quiz module for student's nightly homework.
Thanks,
Fig
Manual Regrading,
I had some students timeout when the submitted their quiz. I wanted to give them an average score based on their previous attempts.
I wish that the gradbook were like phpMyAdmin, where you click the edit icon in any row and you can change any of the fields as you like.
It would also be nice if putting the mouse over a row and it turns pale green, clicking a row turns it orange, and clicking on any of the headings and the grades are reorderd according to that heading. phpMyAdmin is wonderful. If you don't use it, you don't know what you are missing.
The edit mode in Flickr.com is even better though. There you can just click on the things (e.g. phototitles that you want to change and suddenly the screen changes into edit mode. awesome. )
Timothy
Manual regrading and teacher feedback is a feature that is very important to the Serving Mathematics project. It is thus one of the features for which we have funding available (developers urgently sought).
Here are some more details about my ideas about this feature. There is also a page about this in the moodle developer wiki.
Here are some more details about my ideas about this feature. There is also a page about this in the moodle developer wiki.
- The feedback and grade override can be given at three different levels:
- Quiz: In this case it changes the final grade for the quiz
- Attempt: It changes the grade of one attempt only
- Question: It changes the mark for an individual question within an attempt at the quiz only.
Below I describe the question level feature. The attempt level and quiz level work similarly except some thought needs to go into where to store the data and from where to link to the feature.
- Teachers should be presented with a form to enter a new mark for the student's attempt and a comment. This should then be stored in the database, associated to the attempt id and the question id. This could be either in a new table or as extra fields in the quiz_responses table.
- After the mark has been overriden the students grade at the attempt and at the quiz have to be recalculated.
- On the page on which the teacher reviews a student's attemp there should be an icon on each question that links to the above form. This icon should change slightly if an override grade or a comment has already been made.
- After the teacher has entered an override grade the student should not be allowed to enter any more responses to this question during the current quiz attempt. If the quiz allows multiple attempts the student will be able to respond to the question again in new attempts. This requires a change to print_question().
- When the student views his quiz attempt the new grade and the teacher's comments should be shown.
- The teacher should be able to clear the override grade (by simply clearing the corresponding field on the override form) and then the original grade should be used again for calculating the grade for the attempt and the quiz.
- The teacher should also be able to just make a comment, as a way to give feedback to the student, without overriding the grade. That would satisfy feature request "Giving personalized feedback on quizzes.
I saw this thread when I was about to post a question on manual regrading. In 1.5.1 is there a way to manually regrade, especially a short-answer question? At present I am adding each student's unexpected but correct response to the list of correct responses and regrading. It can become rather tedious even at a small school.
Also:
Can you wild-card correct answers (e.g. "identify*" or "the identification*")?
Is there a spelling approximation method (spelling 90% OK is correct)?
Hello self,
Just thought I should point out you should start with the helps (nothing like skipping the obvious) -- wildcarding is enabled.