This feature determines how many Elements will be used to assess the assignment being reviewed. The setting has a drop-down with a number from 0 to 20 used to determine how many grading Elements can be used.
It is also important to note that while we can change many of the settings at any time, this number may not be altered once an assignment has been submitted. This means that if you find you have too few or many set here, you will either need to create a new Workshop and have students submit their work to the new one or delete the submitted work, change the setting, and have the students resubmit their assignments to the same Workshop. Either way, it is a hassle, so it is best to take your time and think through exactly what you want from the assignment when creating the Workshop.
The number entered in the drop-down will determine the number of comments the reviewer can make on an assignment. For example, if you set the drop-down to 3, there will be three Elements available for comments plus a General Comment textbox.
If the drop-down is set to 0, there will still be a single, General Comment textbox available to the reviewer.
The number in the drop-down menu will determine the number of statements that can be made. The more statements you create, the more precise you are able to be with the way the work is reviewed, but too many and you run the risk of overwhelming the reviewer with detail.
The number selected in the drop-down menu determines how many of the Error Banded Yes/No statements can be made. In contrast to Assessment Elements, a large number of simple Yes/No statements, which are easily answered, can be a good way to give clear and effective feedback to the author of the assignment. These are also a good way to give students just beginning to work with self-reviews and peer reviews a good introduction to the practice.
The option to create up to 20 criterion statements should give you ample space to create very precise and specific criterion statements; however, creating too many can be counterproductive since it requires the students to look through too many options. It is important to strike a balance, and if you are not able to create exactly what you are looking for using this option, you may want to look to Rubric Grading.
Here, we can create the number of categories that will be included in the rubric. The higher the number here, the more detailed rubrics we can create. I would, once again, like to caution against using too many. Not only do you need to create the Elements and the details for each Grade in the Element, you need to make sure that the reviewers have time and clearly understand what is expected of them. Most rubrics I have seen use something between 5 and 10, depending on the level of detail necessary for the assignment's evaluation.
This feature sets the number of upload boxes available to students when they submit their work. The numbers go from zero to five, with zero being the default, meaning that students are not expected to have any attachments and the only assessed work is submitted by posting in the Submit Assignment Form. However, if this were set to two, there would be two separate attachment boxes available for attachments.
It is important to note that this does not require or limit the number of attachments a student can make. If the setting was two, a student could upload no attachments or one attachment, or if they had already attached two files and decided to edit their submission, they could add an additional of two files, and so on. If additional files are added, the previous files do not get overwritten.
This is a simple Yes or No drop-down menu. The default setting is No, which means students are only able to submit one assignment.
If the Yes option is enabled, students are able to submit multiple copies of the assignment. This can be useful if you are interested in having students look at the feedback or grades they received and rework their assignment to incorporate that information into a better piece of work. Also, if this setting is used, the highest graded submission will be used to calculate the student's grade.
This setting, ranging from 0 to 20, allows the instructor to create sample assignments for students to practice assessing. If this is set to 0, students are not required to assess anything before submitting their work. If it is set to any other number, then the students are required to work through that number of sample assignments before they are able to submit their work. This can be very useful to students with little experience in assessment or before using a new assessment technique.
This feature is used to determine how closely the student's assessment of the assignment matches the instructor's. The scores are calculated based on the differences between the score the instructor gave and the score the student gave.
There are five options available here: Very Lax, Lax, Fair, Strict, Very Strict. A Very Lax setting causes low percentage changes in score when the student and instructor scores are different, while Fair causes moderate changes, and Very Strict the greatest changes.
This setting determines the number of assessments the student will make on their classmates. The numbers in the drop-down go from 0 to 20. A 0 will not give any work to the students for assessment. Any other number will give the students involved in the Workshop that number of assignments to review.
If you are giving teacher example assessments or self-assessment, you need to add those numbers to the total number of assessments you want the student to make on their classmates.
This function sets the value of the instructor's assessment versus the value of the student or students' assessments. The default setting here is 1, which means that student and instructor assessments are of equal value. A zero setting will make the instructor's grade worth nothing as part of the grade. Any value over one will cause the instructor's score to be weighted more heavily than a student's.
This feature sets the number of times an assignment will be allocated, made available, for assessment. The drop-down offers three options: 0, 1, 2. The default setting is 0, which means that each assignment will be allocated an equal number of times. This is the ideal situation, however, this is not always possible.
Unless all work is uploaded by the submission deadline, some students will need to wait until they can finish their peer reviews because the correct allocation can't happen until all work has been submitted. Changing the Over Allocation setting to one will cause some of the assignments to be allocated an additional time, which will, most likely, help those students unable to complete their work due to someone else's incomplete assignment. Changing the setting to two will do the same thing as one, except it will allow some works to be assessed an additional two times, which in most cases, will alleviate any issues with students being forced to wait to complete their assignments.
This is a simple Yes or No drop-down menu, which handles self-assessment in Workshop. The default setting is No, which means that however many assignments the students are allocated to peer review, they will not see their own work.
If this is set to Yes, students will assess their own work in addition to the number of assignments set for peer review. So, if Number of Assessments of Student Assignments was set to 10, and Self Assessment was turned to Yes, students would evaluate a total of 11 assignments.
To create a self-assessed assignment, you need to set the Number of Assessments of Student Submissions to 0 and the Self Assessment should be set to Yes. This will give the student only their own work to review and grade.
This feature is a very useful part of Workshop, one that provides a method for assessment negotiation. The option itself is a simple Yes or No drop-down, which is by default set to No. The No option allows the student to see the assessments made by those who reviewed their work.
The Yes option is very different. Selecting Yes gives the student who submitted the work a chance to agree or disagree with their reviewer, and it offers a method for students to negotiate the assessment. If a student agrees with the reviewer, the assessment is considered valid and will be used in the grade calculation. However, if a student disagrees with a reviewer, and they send them a feedback, this may cause a reconsideration of the assessment. This can continue until a solution to the dilemma is found or the Workshop is closed. If no solution has been reached by the closing of the Workshop, the assessment will not be used to calculate the student's grade.
If the Assessments must be Agreed has been set to Yes, this feature can be used. The default setting is No, and this will allow the students to see their current Workshop grade even before an agreement is met between the student and their reviewer.
If this is set to Yes, the grades will not be shown until an agreement has been met. Once the agreement is met, the grade will be made visible to the student.
This setting is basically the High Score board. The drop-down menu ranges from 0 to 20, with two additional numbers 50 and 100. Setting this to zero will not show any scores. If the number is set to any number above zero, the League Table will be shown with the number of top scores selected. For example, if five was selected, the top scoring five submissions would be shown.
It is important to note that the students may be able to identify their classmate's work by the title of the assignment. This could cause issues in the class or between classmates, and should this be a concern, setting this to zero will eliminate this possibility.
This is another Yes or No setting, which has the capability of adding a level of anonymity to the assessment process by hiding the names and profile images of the students.
If No is selected, the person reviewing the assignment will see the name and profile image of the person they are assessing, and the person being assessed will see who reviewed their work. This can cause scoring bias.
If Yes is selected, the peer reviewer does not see the name of the student they are reviewing, they only see the file they are working with; however, the file name itself can also lead to bias in scoring if the reviewer recognizes the peer through the assignment name. In addition, the student doing the grading will have the same anonymity.
Regardless of whether or not this setting is enabled, the instructor's grade will always be visible to student being assessed.
This feature allows the instructor to set up a password to enter the Workshop. The default, No, will not require a password to enter the Workshop. Changing the setting to Yes will require students to enter a password before they can begin the Workshop.
If the Use Password option is selected, this is where the password is entered. The password can be letters, numbers, or a combination of the two. The length of the password can be up to a maximum of ten characters and they are case-sensitive.
This setting determines the maximum file size that students will able to upload to the Workshop. Depending on the setup of your course and site the maximum size can vary. As an instructor in the course, you may have the ability to increase the maximum upload size in your course settings. Go to Edit Course Settings and find the Maximum Upload Size menu. If you are able to increase the upload limit, you will have the option here. If you are already at the maximum size, speak with the site administrator and ask them to increase the site upload limit.
This setting determines when the students will be able to see their instructor's assessment of the assignment. The default is set to have the grade seen immediately, but there may be instances when the instructor would not grade until later, for example, after the close of the Workshop. Changing this setting will allow for other examples of this nature.
This functions the same way as in other modules. The drop-down has the same three options: No groups, Separate Groups, and Visible Groups. No Groups means that there are no groups and the whole class is able to work together. Separate Groups places the students into smaller groups, and only allows them to peer-assess with others in their group. Visible Groups shows all the groups and students in the group, and it allows the students to interact among the groups.