Is there any plugin that provides students with the ability to request a regrade? Doesn't have to be fancy - just a text box that is enabled for every question of the instructor's choice (or even globally for all questions) after the exam closes and feedbacks become visible? This should come of course with some kind of notification plugin that alerts the grader when he or she logs in.
Let us say I conduct an exam using the Quiz interface. This process starts when the exam closes / grades become available (if there are any manually graded questions), and students can see their attempts and the correct solutions. Let us assume that they see that their reasoning for an answer is an alternate solution which was not considered by the grader, or they believe they were unfairly penalized for something else, or they have a minor calculation error and they deserve more points. They should then be able to add their request for regrading along with their arguments to a text box (much like the one I am typing in right now). The current override / comments text box will suffice for me to respond to the student regrade request.
Currently, they email me (if I am lucky), or try to talk to me in the hallway, and that is a) an untidy way of handling this, b) does not maintain an archival record for future reference. The last point arises from changes in Indian law a decade ago (specifically, the Right To Information Act) that require all organizations to maintain records that can be queried if an aggrieved citizen files a suit to compel production of information about the issue they are concerned about.
Just a Moodle Quiz consisting of questions and answers. Not sure I understand your question.
Perhaps the term "interface" is misleading. The students access our University's moodle installation via a browser.
oh sorry about that...I shall expand
As you know there are many quiz types, multi-choice, true/ false etc. Can you tell me specifically, on what grounds a student would ask for a true/false quiz to be regraded?
I hope that we can establish that diff quiz- type interfaces do diff things. Regrade option for another quiz....for what reason?
1. to check the teacher's rubric design is correct for curriculum expectations? If so, after one email, if the decision is made to regrade and that mark is changed then the full cohort would need to be re-graded in terms of equity-issues. Assessment/marking policies cover this including the pathways/process that need to followed to ensure equal oppts. Do you really want to go there?
2. to check the quiz engine hasn't blown -up!
You are right. It would be pointless to have this as an option for T/F or a multiple choice type question. However, for a calculated, essay, short answer, etc. type question, this would be desirable.
Well, desire it is then....to be honest I think it remains desirable too, and that is it, sorry. I am not getting it.
Hmm. Let me try it again (though I cannot see where the pique in the first sentence of your response is coming from).
A student thinks he or she deserves more points that he or she got through auto- or manual grading for those selected question types. Then he or she should be able to submit a request that is documented along with the attempt, and the grader notified of it.
Are regrading requests unheard of in your line of work?
yes-agree, when you say: I cannot see where the pique in the first sentence of your response is coming from).....there wasn't one there so you wouldn't be able to see it anyway It is very important to know that it is only....and I mean only....really only one person who does a great fit of pique.....yes remember this, tis the Incredible Hulk!
I reiterate all my posts in this thread thus far. CHECK-ing out- MATE
The Hulk is frightening. Cinematic opinions on its enduring value vary, though
it is so important to get facts right in these forums....something that can aid communication for sure.
Now, it is not the Hulk...OK. It is the Incredible Hulk...aka Dr. David Banner (ok-ish to say Dr. David Bruce Banner) but not Dr. Bruce Banner.....now that is a later invention with the film the Hulk. The 1970s series were very close to the comics....I am not sure about the cinema takes....for accuracy, you may as well say Green Lantern is like the Hulk given there is a green connection but that would be wrong just so wrong....that is why we need to be very specific about the Incredible Hulk.
I hope that helps.
I googled after I read that comment. I do not think I have much use for what I saw in the images.
The Incredible Hulk on the other hand - my comment stands. The 1970s Hulk is what this means to me.
Now, what was that thing about regrading I was asking about?
although I like the superheroes chat....never mind.
How about you put in the tracker a proposal for a plugin for this feature then...plugin is good idea....won't be used by many in my opinion so I would not entertain this is in core but that is just my view.
I agree. This should be a plugin. Core stuff should be for something everyone is likely to need. Like that reason-behind-the-response text field with a calculated question type.
Sadly, that winner of an idea (as you kindly called it) is likely to be considered a backwards way of doing things.
I think the answer to this is both yes, and no.
No, there is no specific feature like this built into the Moodle quiz modules.
However, there is thing thing called email, and Moodle's built in messaging system, and even this thing called "talking to each other face-to-face", so I am not sure whether it is necessary to build this functionality into the quiz.
Well, this new-fangled thing called email and this even more novel thing called talking face to face aren't RTI compliant.
I should not have brought this matter up so that a nation of about a billion+ people could be sold on the legal soundness of this way of doing things (something they badly need otherwise). My bad.
Do let me know if my requests or questions are getting too onerous/numerous. I would hate to spoil your day.
One of the strangest responses threads to a Moodler suggesting an improvement I've seen. You first post made sense, as did all responses. I'm sorry you're getting such strange responses. Maybe it's the upgrade season is stressing people out.
Am I the only teacher who sees the logic of Madhusudan's request? It makes good sense to have it attached to the graded item, not randomly found in some email or message.
while there are two takers for this.....Mad and Clay........fair enough, but I would probably think about it all again......without any pain- if there were 50 minimum takers up for this idea.....and that is very generous.
There is logic to Madhusudan's requet. I can see it would be useful in some situations, and he is not the first person to ask for it.
There are very many things that would be useful in some situations, but not others. Cluttering the Moodle interface with all of them would not be a good result. Instead we implement those of them that see to be most generally useful, and least cluttering.
It is also we have the spectrum from very specific tools, like the suggestion here, to very generic tools like email and Moodle's messaging sytem. Sometimes it is better to have fewer, more generic tools, and sometimes a specific tool for a specific job is so much more efficient that it is a good tradeoff. Madhusudan is an engineer, so he does not need me to point that out.
Another point is that those with the skills of a tool-maker have much more freedom to select that optimal choice on the spectrum between generic tools and specific tools for any given job. As open source software, Moodle gives tool-makers a lot of flexibility to adapt thing. Those who don't have the specific technical skills to adapt Moodle are stuck with what has already been made (which are, let us remember, all freely available), or they can pay someone to make the tool they want. Or, sometime, they can just make a cool suggestion in a forum, and then magically someone cares enough to implement it for free. Sometimes that happen, but you cannot expect it.
There is on one fairly generic tool that we have not mentioned yet in this thread is the flag by each question. That could be used here. Tell your students to click the flag next to any question where they want to dispute the score.
Tim, I too see the logic in Madhusudan's request. I am not sure if this request is already in Moodle's Tracker system.
To implement it, I would suggest adding one more item in the list of review options when creating the quiz (see below for my suggestion). It might be something like "Allow requests to verify grade".
Of course, I recognize that this will take a lot of coding, but it might be a good start.
Another way this could be implemented, without requiring any changes to Moodle core, is as a new question behaviour plugin.
I don't think it would be too hard:
- After the question has been graded, display a 'Challenge grade' button.
- Determine who a message should be sent to (all teachers in a course? all users with some new capability?)
- Write the code to send the message.
- Also record the fact this grade has been challenged in the database somehow.
- Change the display, so after a grade has been challenged, we no longer display the 'Challenge grade' button, but instead an appropriate message.
It is also quite had to think of a name for this plugin "Deferred feedback, with a button so students can challenge the automatically assigned grade"?
Some additional good ideas, Tim.
My concern is about making it too easy for students to "challenge" a question. What I like to do (currently) is to tell students to email me any questions that they have, along with their rationale about why they think their answer is correct.
I fear that if we make it too easy for students to challenge questions, that some students will challenge every question hoping that maybe the instructors or graders will change their minds. What does the student have at risk? In fact, the students would probably prefer a profile setting that says "Always challenge every question that I get wrong."
Hmmm, now I could see some interesting new features. If a "challenge" is found to be false, deduct points from the quiz score. This would be interesting, wouldn't it?
Realistically, I can see the request for this type of feature, but I would want to leave it turned "off" for my classes. I actually prefer using email for this purpose.
Yes, this is not clear cut.
And, what you say makes me remember that phenomenon that I am sure many of us who post here have experienced:
You get half way through writing a post asking about a problem you have, and suddenly you work out the answer on your own. This phenomenon even has a name: http://c2.com/cgi/wiki?RubberDucking
So that is another point in favour of making the student explain what they think the problem is, if there is one.
well-Tim, if this were to happen-it might be an idea to have a special circs form to accompany it....like ummm we, a cohort of 250 students wish for a regrade on every one of those 100 questions in quiz exams during sem 1 -reason being coz we can! Ha ha.....
Jokes aside....I actually understand bits of what you have done there.
Khan Academy (recently I believe) implemented a challenge option to their questions even though they are scored automatically. Users are requested to look at the hints (feedback) and compare their answer (i.e. report when grade does not agree to catch programming errors). They also request a comment. The goal in this case seems to be to gather community feedback for the program, but there may be a lot to be gained by providing an opportunity for student response like providing an incentive for them to read the feedback they receive.
Kahn academy has had that feature for some time. As you say, it is mainly a way for Kahn academy to get bug reports on their questions.
When the OU was first experimenting with computer-grading of sentence-length answers (the work that lead to https://moodle.org/plugins/view.php?plugin=qtype_pmatch), we had a challenge button, but after using it for a while, we got rid of it because it was not really necessary, at least for what we were doing.
- 90% of the time when the student pressed it, actually the student was still just mistaken about the question.
- Looking at the statistics and other reports is an easier way to identify questions that needed to be fixed.
- In the student is really concerned, then they can still talk to (or email) their tutor, which is better because if there is a misconception, the tutor can explain things to the student.
The flag is great, except that it does not contain any way for students to explain why they flagged anything.
Maintaining a proper audit trail is important. I see from the later discussion that there are legitimate fears of abuse (which is why it should be a plugin and not a core feature) and perhaps some technical difficulties in the implementation.
As to the technical skills, I once used to have them (if programming skills in fortran 95 and C can be called that - even have a couple of projects up on sourceforge) but haven't written a line of code (beyond matlab) in years. The nature of my job makes learning about coding difficult (no time, and no reason), which is why I find myself in a position of requesting these things, and not doing it myself. I fully understand that you have a time and energy crunch of your own, and not every request can be taken care of.
Compared to my other request (on ungraded parts of questions - which is a 5 alarm fire of sorts - I am looking into the additional plugins you suggested), this is still a minor thing, but over the coming period as more and more schools in India move to Moodle, this is bound to come up. So, take it as something that will come up in a big way, and if possible in some future release, encourage (or at least not discourage) its inclusion.
Want to update people on the aftermath of the final exam I conducted. I used the following model:
- I used the new question behaviour plugin that Tim wrote involving an explanation text box.
- I told students that the exam was autograded. If they got the numbers wrong for some question, they would get a zero, but they could request a regrade on the basis of what was written in the explanations text box.
- I had about 70% of my class request regrades on one question or another (shows you the utility of your plugin, Tim) via email.
- To maintain a proper audit trail, I copied the contents of the email in each case along with extended headers (to make certain of completeness of records) to the comments box for each graded question, then added my response, along with any override scores.
- It took me about 10 hours to do this for my class of nearly 100 (so about 70 regrade requests).
- My estimate is that if a regrade interface existed (meaning - I did not have to copy and paste emails), I could have shaved off at least 3-4 hours off that. Further, there is greater credibility in an inbuilt regrade request interface, which copying the emails does not capture.
I am currently drafting standard operating procedures for the use of Moodle for my University. The above workflow would work perfectly for most people here.
Once again - this is not a 5 alarm fire that the new question behaviour plugin was (for which I am very thankful to Tim), but if I have to sell any Indian University on adopting Moodle for carrying out student evaluations, it has to be RTI friendly (see earlier parts of the thread). So, please put this request on the development agenda for Moodle if possible.
OK. I am loving the persistence here.
I want to think about this proper. I can see potential for plugin, now, but I want to construct my understanding both in terms of what I know about procedure in the UK system in terms of assessment...as well as outside of that-so, not easy really. But, if this is about a plugin-then there is no reason to think about this not becoming a realisation-as I say...I want to put the rationale together-it might be helpful/or not of course.
A number of things that grab my attention at the mo
1. I used the new question behaviour plugin that Tim wrote involving an explanation text box. Nice
2. My estimate is that if a regrade interfaceexisted (meaning - I did not have to copy and paste emails), I could have shaved off at least 3-4 hours off that. Further, there is greater credibility in an inbuilt regrade request interface, which copying the emails does not capture. Sounds like a valid point
3. am currently drafting standard operating procedures for the use of Moodle for my University. The above workflow would work perfectly for most people here. SOP-assimilation...sound rationale
4. if I have to sell any Indian University on adopting Moodle for carrying out student evaluations, it has to be RTI friendly (see earlier parts of the thread). OK
5. So, please put this request on the development agenda for Moodle if possible.....plugin wise-right?
Yes, as discussed earlier, a plugin would be sufficient. It does not have to be part of standard Moodle, as the requested regrade interface (though useful for everyone) is needed for legal compliance only in India (as far as I know).
my way of seeing....
1. student sits quiz with plugin regrade request box (es) and this is intended to support formal summative examination?.....if so-this is breaking the mould a bit in terms of current practice in the UK-as I know it to be-Tim will shout if I am wrong-I trust.
-Alternatively.....this fits nicely for formative assessment purposes....now are we talking about formative assessment purposes?-if so then I think a wider range of users beyond India would use this plugin-perhaps.
2. exam is autograded. If the student gets the numbers wrong for some question, they would get a zero, but they could request a regrade on the basis of what was written in the explanations text box.
=So, this means that when a student realises they got the wrong answer, they can provide a reason for their wrong choice and essentially-request another go across the questions where they have included their reasons for choosing a wrong answer. Again-formative assessment purposes-I can see here.
3. To maintain a proper audit trail, I copied the contents of the email in each case along with extended headers (to make certain of completeness of records) to the comments box for each graded question, then added my response, along with any override scores.
=Again, this sounds like a process for formative assessment/iterative in nature-yes?
So, let us role play.
I am a teacher in HE, I have a series of quizzes I want to use over time....I want to use them so that students can engage with concepts, develop knowledge and understanding and I will track progress in my gradebook as formative assess.
Then I will give a summative assess in the form of a quiz because the formative assess will enable me to pitch appropriately for the cohort....but I will not use the plugin for that. And I will not use the grades across the formative quizzes towards the summative quiz score-that stands alone and contributes to formal assessment outcome for internal/external moderation. etc
Well, based on the above-sounds like a nice plugin to support formative assessment, which includes dialogue between the teacher and learner about detailed development/progress over time.
Actually, I must correct the impression here.
The text explanations box that Tim so kindly wrote is used to show the steps used to arrive at any numerical answer. However, since students are human beings, numerical answers can be wrong for a host of reasons - bad understanding, fat fingers that did not punch in the right numbers, missed a multiplier, etc.
The point of partial credit in this for an engineering professor is - if the student shows steps that indicate a sound understanding of the problem at exam time (when Tim's plugin shines), then a wrong numerical answer should not result in loss of all credit. At all engineering schools I am aware of (and this was discussed at some length in that other thread), instructors are very liberal with grading right method-wrong answer type of attempts. A student may be able to get almost 7-9 / 10 on the basis of what he or she wrote in the explanations box.
Students don't modify the contents of the text box after grading. In fact, that is technically impossible, and ethically wrong. What they do through the regrade request (as a part of the steps I am proposing to my University) is that they draw my attention to the steps they wrote and request partial credit instead of the zero that the autograding gave them. This saves instructor time in grading as he or she then simply has to focus on questions that require human intervention rather than every single question.
I had an exam with 37 questions for a class of 100. That is 3700 questions. I had to manually look at only about 100 of those. A 37-fold savings in time, and the end result still is a satisfied student (actually more than satisfied - since he/she got the initial score immediately after the exam, along with the solutions (in general feedback)).
I realized there is a way to achieve this functionality with an existing plugin. The Message My Teacher block can be placed on the quiz review page. There is a checkbox in the admin settings that will cause it to append the url where the student uses it to the message. The url contains the quiz attempt number and the page. Following the url leads to the correct page of the review where the override mark or make comment link appears. This can be combined with Tim's explanation plugin, and the plugin can be renamed via the language pack.
There is another current thread about this too: https://moodle.org/mod/forum/discuss.php?d=275666. So clearly people wan this.
However, in this case, I am afraid that I am not inclined to try to build this plugin myself. I hope someone is motivated to try to build it.
I created a forum called "Regrade requests", and let it fly. That documents all student requests with timestamps.