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- a School-specific grading scale (a system of `spot marks?‘spot marks’)
- to support School policy on grading
- to deliver grades via Moodle
- School assessment policy also requires the return to each student of a `feedback form? ‘feedback form’ for each assignment, explaining the criteria used in grading and how each particular assignment met (or failed to meet) those criteria.
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- We found Moodle assignments to be more configurable for our needs than Turnitin assignments. We now use Moodle assignments in modules across the School.
- We could add our own grading scale (a system of `spot marks?‘spot marks’) which ensured a match between School policy on grading, and the delivery of grades via Moodle.
- We could also make use of Moodle?s `response files? Moodle’s ‘response files’ feature, which was important to us because of the need to return the feedback forms.
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- It is appropriate to support the School?s School’s assessment policy
- Staff were happy enough with it
- Students have very little difficulty with it
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- In 12-13 I set up a rather clunky `copy ‘copy and paste? paste’ activity (using the `notes? ‘notes’ feature) to get students to confirm that they understood the regulations relating to assignment submission. In 13-14 I?ve I’ve ditched that idea and now simply remind students of the regulations (I include a link to them) and tell them that by clicking on `send ‘send for marking? marking’ they are agreeing that they understand them.
- One thing we find particularly useful is the ability to set up resubmission assignments which are visible only to students who fail to get a pass mark in the original assignment (using `grade condition? ‘grade condition’ in the `restrict access? ‘restrict access’ settings).
- The problem many staff encounter is that the grading screen contains too many columns and finding the `grade? ‘grade’ button for a particular assignment can involve a lot of horizontal scrolling.
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