Gradebook - Results Processing Utility Tool (RPUT)Setting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
The Results Processing Utility Tool (RPUT) transfers student marks and grades from the Gradebook to Student Management.
Installation
Using the tool
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Gradebook - troubleshootingSetting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
Questions/problems
Why can't students see their quiz results?Quiz results visibility settings are controlled within the settings of the quiz, not in the gradebook. For information on how to change these settings go to Create a quiz – scroll
down to Review options for further information. My settings are correct, but students can't see their grades in the GradebookOn rare occasions, there is a bug where things that should be visible in the Gradebook stay hidden. To fix this:
If you have repeated these steps a few times and find that the bug is still occurring, please contact your eLearning support team. Why can't I enter grades into FLO?There are two main reasons why this might be the case:
If you don't think either of these reasons are the cause of the problem, please contact your eLearning support team. Why is my marking guide not calculating grades properly?Your marking guide may not be calculating grades properly because it scales the lowest grade to 0. So if you scale your marks from 1-10, it will recalculate '1' to 0. To solve this problem you must use a scale that starts at 0. Why is this grade wrong? Can I see what has happened to this grade in the past?The Gradebook keeps a Grade history of all changes made to grades. Grade history shows staff when a grade was entered, what the grade was, and who entered it. It can be used to help determine if someone made an error when marking (eg if someone has accidentally marked the wrong student). To access the grade history:
How do I set a non-graded pass, or a different scale?Scales are used to rate students' performance on a non-numerical basis. The most commonly used scale in FLO is the Non-graded pass scale, which can either be applied to an activity or to a whole topic. You can also create your own scale, to assist in marking an activity. If you wish to create your own scale, contact your Local eLearning Team for support. To apply a scale to an activity:
![]() To apply a non-grade pass to a topic total:
Why are some grades highlighted yellow in Gradebook?When grades have been manually entered into the Gradebook, the cell will change colour to indicate that the grade has been overridden. Grades should only be entered directly in Gradebook in exceptional circumstances as doing this permanently overrides what is entered in an assessed activity. There are two ways in Gradebook to remove overrides from grade items:
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Gradebook - view grades or submissions of students who no longer have accessSetting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
By default, students who lose access to a topic do not appear in the gradebook, assignment or quiz, to focus attention on current students. However, on some occasions it is necessary to review their work.
Gradebook
Assignment
Quiz
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Gradebook - view students' gradesSetting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
The Gradebook collects the grades for all assessments in one central place.
View the grades for multiple students (Grader report)
![]() View the grades for a single student (User report)
User report view optionsThe User report's View report as drop-down menu has two options:
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Gradescope pilotIn semester 1 2022 Flinders University is piloting Gradescope assessment and grading software.
What is Gradescope?
Gradescope directly supports assessment in the sciences (computer science, physics, maths, chemistry, biology, engineering) and across a range of business areas, particularly accounting. It is particularly relevant for STEM subjects and other areas
that require hand written and hand drawn responses from students.
There are five types of assessments available in Gradescope:
Gradescope helps administer and grade all of your assessments, whether online or in-class. It integrates with FLO and allows fast and accurate grading, and timely provision of feedback to students.
A few highlights include:
Pilot considerationsThere are a few considerations to be taken into account:
To get involved with the pilot, please contact your college representative:
Getting started - Add Gradescope to your FLO topic
Sync Participants List
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Groups and groupings - add groups to an activity / filter Gradebook by groupsOverview | Types of groups and groupings | Groups | Groupings || Support
Sometimes it is useful to create 'sub areas' inside an activity. This can either be for the benefit of the academics teaching the topic, or for the students studying the topic. For example:
Common module settings cannot restrict which group or grouping has access to an activity. There are separate settings for access restrictions.
Add a group or grouping to an activity
Filter the Gradebook by group or grouping
You can apply a grouping to the Gradebook, which will allow you to filter it in the same way you can with an assignment. This can be helpful to track the progress of a tutorial group, or the progress of an entire availability (e.g. internal or
distance).
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Groups and groupings - add/remove users to/from groupsOverview | Types of groups and groupings | Groups | Groupings || Support
Note: You can only add and remove people from User created groups.
Changes to Student Two groups must be made in the Student Management system, which
will then update in FLO. If you do try to change a Student Two group, it
will automatically revert to what it was. StepsNote: If you haven't already done so, you should create a group to put people into.
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Groups and groupings - create a grouping (and adding/removing groups in a grouping)Overview | Types of groups and groupings | Groups | Groupings || Support
Groupings are a way of organising groups. For example, you may have a grouping that contains all project groups, another grouping for tutorial groups, etc. In many cases, groups must be within groupings before you can use them for activities.
Create a grouping
Add or remove groups in a grouping
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Groups and groupings - create groupsOverview | Types of groups and groupings | Groups | Groupings || Support
There are three different ways of creating groups in FLO, with each way meeting a different need.
Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to group-related resources are provided below.
Manually create an empty group
Automatically create groups
If you want to leave groups empty, choose No allocation from the Allocate members drop-down menu (default is Randomly). Choosing No allocation means you can get students to select their group (when using the Group self-selection tool)
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Import groups from a CSV file
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Groups and groupings - Group self-selectionOverview | Types of groups and groupings | Groups | Groupings || Support
Group self-selection could be used so that students can assign themselves to a group based on:
StepsNote: The steps below assume empty groups have already been created and groups have been added to a grouping.
Notice regarding suspended users: If a student who has selected a group becomes suspended (eg withdraws or has overdue fees), they will be removed from the group count and their position in the group will become available to other students.
If a suspended user is re-activated (e.g. when they have paid outstanding fees), they will be automatically re-activated to the group they chose. In this circumstance, it is possible that the group may have more than the maximum number of members. |
Groups and groupings - main entryGroups and groupings are used to separate students and staff into different cohorts, making it easier to manage a topic.
Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to group-related resources are provided below. OverviewWhen using FLO, you will be working with users, groups and groupings.
Types of groups and groupingsThere are 2 categories of groups in FLO:
There are a different ways to create a group, depending on what your needs are.
Once you have set up your groups you can do the following: Groupings
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Groups and groupings - troubleshootingOverview | Types of groups and groupings | Groups | Groupings || Support
Questions/problems
How do I delete a group?
How do I rename a group?
Note: You can't rename a group created by Student Two (Student Management) How do I check for students in multiple groups / no groups?Students who are not in a group / grouping may miss out on interaction with the contents of a topic. Students who are members of multiple groups may have issues interacting with group activities (such as a group assignment). To verify that there are no students in multiple or not a member of any groups within a grouping, complete the following steps.
How do I split up a group for a group assessment?There is a way to automatically create new groups based upon membership of a particular group or grouping, though it does not allow you to choose who goes into each new group – it allocates students randomly. If you want greater control over who is put in each group, you will need to manually create the groups then manually add students to each group. How do I restrict something to a specific group or grouping?The settings of every activity, resource and module allows you to restrict who can access it. Refer to Progress - restrict access for detailed information. |
Participants - all Logs reportFLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics. 1. Plan | 2. Access || SupportSimilar to the Logs report, All logs show a record of all student activity in a topic. However, instead of showing information on everyone’s activity in a topic, All logs takes a deep dive into an individual students’ engagement levels over time. All logs show:
To access All Logs:
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Quiz - create an all-or-nothing multiple choice question
In an all-or-nothing multiple choice question (MCQ), the answers chosen by a student must correspond exactly to the correct answers defined in the question. If this occurs a student gets 100%. If there are any incorrect answers or not all correct answers
are selected, the grade will be 0%.
Create an all-or-nothing MCQSteps
Tips for creating an all-or-nothing MCQBloom's level/s of taxonomy, what the item is testing (descriptor), and distracter plausibility:
Question tipsDifference from standard Multiple choice questions (MCQ) The main difference from the standard MCQ is in the way that grading works. In a standard multiple-choice question with multiple correct answers, a negative mark must be given to the incorrect answers to be able to make the grade 0%, however students can still get a partial grade if not all correct answers are selected. For example, if we have a question with two right and two wrong answers:
One answer only MCQ It is not advisable to use the All-or-nothing MCQ for questions that explicitly ask for one answer. The standard MCQ should be used if there is only one answer or if partial grades are allowed. Import questions The All-or-nothing questions must be manually created. It can not be imported from another file.
References and resources
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Quiz - review and test your quiz
If you want to add questions from a text file rather than creating them in the question bank (this can save time), see Import questions (multiple choice in a text file). Contact your eLearning support team if you need assistance with this process. Previewing your quiz
Testing your quiz and all its questions is vital as some things cannot be fixed once a quiz is open to students. Whenever possible have a colleague review your quiz questions, as ambiguous questions and errors in a quiz cause students stress and frustration. When you have finished adding questions, remember to preview the quiz. Click the Actions menu cog, then Preview.
Previewing a quiz allows you to see how it is working, and what students will experience. You can answer the questions, submit the preview and view how the quiz will be marked and how feedback will be provided. The quiz can be previewed as often as required regardless of availability and attempt settings. While previewing you can fix any errors by clicking on the Edit question link (opens the question in a new window). Once saved, you will return to your quiz preview.
After you click Finish attempt ..., Submit all and finish and then confirm (Submit all and finish again) of your preview, you are shown the review screen which, depending on the quiz settings, students will see after their quiz. You can also correct errors with Edit question and you will be returned to the review page after saving. By default, the review page will display all questions and feedback on a single page. There is an option to Show one page at a time. Tip: You could print the review page showing all questions and share with a colleague for proofing. Note: The review page for a quiz preview respect the Review options settings for a quiz. So, if your settings are to show feedback after the quiz closes, you may need to temporarily change settings while you run the quiz preview. Don't forget to revert those settings once your previewing and testing is complete.
Previewing quizzes with random questionsWhen your quiz has a set of random questions from a category, it is hard to check all questions during quiz preview. Every time you preview the quiz you get different questions, just like a student would, making it almost impossible to ensure you check every question. There are two ways to test quizzes with random questions. Option A is easier when there are fewer questions to check, or when you need to check specific feedback. Option B is easier when there are a lot of questions, or if you want to print the questions for a colleague to review.
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Reports - activity reportFLO reports can inform you about student activities during your topic, which can inform future practice. They are one aspect of learning analytics. 1. Plan | 2. Access || SupportThe Activity report gives statistics on the number of times each activity or resource has been viewed within a topic and the last accessed date. It is useful for:
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Statement of Assessment Methods (SAM) - information for administrators and moderators
Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assessment-related resources are provided below. Authentic assessment | Assessment principles | Completing Statement of Assessment Methods for 2022 | Developing learning outcomes | Policy implications for assessment design | Students are engaged in authentic and experiential learning | Using gradebook | Moderation Moderating a SAM
Redrafting a live or rejected SAM (administrators only)
Deleting a draft SAM (administrators only)
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Topic administration – dates and times in FLO1. How sites are created |
2. Topic settings
| 3. Editing your topic
| 4. User management
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5. Reports
|| Support
Students will access FLO from different time zones. Settings inside FLO and on user's personal devices will affect how dates and times display in FLO.
Where is the date and time displayed in FLO?Time is displayed in many locations in FLO:
How is the time displayed in FLO?
FLO displays dates and times based on the time zone setting in each user's profile preferences. All user's initial FLO
time zone is set to server time, which is the current time in Adelaide, South Australia. Server time automatically adjusts for Adelaide Daylight Saving Time.
Users can choose to set a different time zone in their profile preferences. FLO will then display most times and dates converted to their chosen time zone, with a few notable exceptions. These exceptions are listed below.
Note: FLO's time zone settings do automatically update with your device's settings.
Individual tools and activities in FLO will display times:
Individual tools and activities in FLO may obtain the current time from one of three sources.
*A block you can add to your site that shows all users both Adelaide time and their local time. Tip: Be aware that FLO displays and operates within most FLO tools as a 24-hour clock for staff when setting dates and times, and displays as a 12-hour clock to students. Tip: You can also manually add key dates to the calendar , for example, you could add Collaborate session times as an important additional support for students in different time zones. |
Topic administration - non-award (short) courses1. How sites are created |
2. Topic settings
| 3. Editing your topic
| 4. User management
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5. Reports
|| Support
Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below. Supporting students to successfully engage with the topic | Culturally responsive digital learning This entry relates to topic administration.
It is possible to create a non-award (short) course in FLO using existing infrastructure. FLO can provide the same functionality to deliver non-award (short) courses as is available for award topics. The key difference is because non-award (short) courses do not exist in 'upstream' systems, eg. Student Management System, then some process is less automated than what is possible for award topics. This page outlines what is available in FLO to support non-award (short) courses. The Online Learning and Teaching team can assist with:
1. New courses: Request learning design advice (contact your local Learning Designer)
2. Create FLO site (Service One request)
Manual enrolment with FAN (College administration responsibility)
FAN sponsors are staff members authorised to request the creation of FANs for non-award students. AccessNow allows the creation of FAN accounts by sponsors. See existing sponsors on the Find a sponsor in your area (login) page, or contact IDS (8201 2345 or Service One) and request to be added to as a sponsor. More information on how to create a FAN is available on the AccessNow website.
3. Skills development
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Video - add collaborators to a video / make a video available to staff outside your topic
Adding a collaborator to a video gives them permission to use or edit a video in a particular way. It is useful when you either want someone to review a video, or when you want to move it to a topic you do not have access to. There are four types of collaborators you can add to your video:
For more detailed information, view this table.
A person can be given both the co-editor and co-publisher roles, allowing them to both edit a video and publish it to a Media Vault. Add a collaborator
Media OwnerChanges who can administer and is credited as owning the media in My Media (though not necessarily the person who owns the copyright). Note that you will also lose access to the video. To do this:
Media Collaborator
Changes who can view, edit or publish media. To do this:
The person who has been designated as the owner or collaborator of the media will see it in their My Media. If they have been made a co-publisher they will be able to publish to the Media Vault of
one of their topics.
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