管理工作坊中的作業

工作坊中的作業是比一般指派作業更複雜。它包含下列幾個步驟或階段：

1. 規定指派作業
   評鑑作業時要設立幾個評鑑規準。它可以讓學生在評分時較少主觀性，並讓學生有一參考架構，知道要評鑑什麼。 教師的腳色就是要設立評鑑規準，做出一份評分表。(參見本頁以了解更多訊息)

   在評鑑規準設立之後，教師通常會提交一些作業樣本，這是讓學生在準備他們自己的作業之前， 讓他們練習評鑑他人作業用的。然而，在教師呈現這些作業樣本給學生看之前，教師要先對它們進行評鑑。 這就好像是"標準答案"，可以用來檢視學生對這些樣本的評鑑表現(在下一階段)。

   教師提交一些作業樣本是可有可無的，且對於某些作業來說，可能並不洽當。

2. 允許學生提交作業
   The assignment is now opened to the students. If the teacher has set up example pieces of work, the students are required to assess a specified number of these. (The number of assessments is given when the assignment is created.) Once a student has made the required number of assessments they can then submit their own work. In the case of an assignment with no examples, the students are free to submit their own work without any delay.

   The advantage of leaving the assignment in the Submission phase is to allow a build up of submissions. When they are subsequently allocated, in the next two phases, there is better distribution of work. If the assignment is put straight into the "Allow Submissions and Assessments" phase from the "Set Up" phase (which is allowed) students who submit early will tend to have early submissions to assess and those students who submit late will tend to have late submissions to assess. Adding a "delay" before peer assessment starts will alleviate that problem to a large extent.

   當學生提交作業後，教師若願意的話，可以評鑑這作業；而這個評鑑結果可以併入學生的最後分數。 這些評鑑可以在提交和評鑑作業階段進行。教師的評鑑要在計算最後分數之前完成，才可以納入計算。

3. 允許學生提交作業和評鑑
   If the assignment includes peer assessment, students who have submitted work are now shown other students' work to assess. Students who have not yet submitted work are allowed to submit their work (but they are not show other students' work to access). In this phase, submissions, re-submissions and assessments of submissions and re-submissions are allowed to take place together.

   教師可能想要把「提交作業」和「同儕評鑑」區分成兩個不同階段。 要等到所有學生都提交作業之後，才進行同儕評鑑。若是這樣，那這一階段一點都沒用， 這作業從"允許提交作業"直接到"允許評鑑作業"。 這讓教師設定一提交作業的截止日期，在截止日期到時，作業立即移到「允許評鑑作業」階段。

   If the teacher, on the other hand, does not want such as clear cut division in the assignment, then the assignment uses this phase. When allowing submissions and assessments to occur together, the teacher should consider setting the Over Allocation Level to ONE (or possibly TWO) to allow the allocations to go smoothly (請參見管理頁)。 Note that doing this will result in some submissions being (peer) assessed more times and some less times than the majority of the submissions.

   When a student has made an assessment their peer can see that assessment. The student who submitted the work can comment on the assessment if that option was chosen for the assignment. The teacher can, if desired, grade these peer assessments and these scores can be taken forward towards the students' final grades (but that is not really necessary in many cases, see the Calculation of Final Grades phase).

4. 允許學生評鑑
   In this phase peer assessments continue but students are not allowed to make any submissions, that includes re-submissions. Students who have not made a submission are told that submissions are no longer allowed and they are not shown any (peer) submissions to assess.

   The teacher can continue, if desired, to grade the peer assessments and these scores can be taken forward towards the students' final grades (but that is not really necessary in many cases, see the next phase).

5. 計算最後分數
   After the deadline has passed, the teacher moves the assignment to the next phase where further assessments by students are not allowed. The teacher can, if wished, complete the grading of assessments made on the examples and the grading of the student submissions. They can also grade the peer assessments made by the students. This is not really necessary as, provided a reasonable number of assessments have been made on each submission, the "grading performance" of each student can be determined from the relative scores.

   When the grading has been completed, the teacher calculates the final grades of the students. These final grades are normally made up of three components, teacher's grade of the student's work, mean peer grade of the student's work and the student's grading performance. The last can include the mean "grading grade" entered by the teacher against a student's comments. These three components are given weights by the teacher before the calculation of the final grades takes place.

6. 顯示最後分數
   The final phase of the assignment is entered to allow the students to see their final grades. The teacher can, if desired, backtrack the assignment to allow some adjustment of, say, the weights used in the final grade calculation, the revised grades can then be shown to the students.

   The students (and the teacher) are also shown a "League Table" of the student submissions. These are listed in order of grade, the top submission is first. Here the grade given to the submission is a combination of the teacher's grade and the average of the peer grades (if they are available). The weighting used is that given during the previous phase.

At any phase of the assignment the teacher can open the "Administration" page. This shows the current state of the assignment. It lists the Teacher's example submissions (if any), the students' assessments (of the teacher's examples, their own work, and of other students' submissions), and the submissions of the students. The teacher can use this page to assess and re-assess submissions, grade and re-grade assessments, delete submissions and assessments, and generally watch the progress of the assignment.