The video submission is only available for online streaming so a reliable internet connection is required. Marking a video assignment is very similar to marking a standard assignment online, please refer to Mark online section in Assignment - main entry.

Tips for marking a video assignment

Glossaries give students the opportunity to create their own content and are a powerful tool for critical thinking, collaboration and sharing. 

The glossary can also become a legacy or resource for future topics. It is a product that could potentially be converted into a publishable resource (eg create your own textbook). 

1. Plan your glossary

The glossary tool enables participants (students) to create and maintain a list of definitions or to collect and organise resources/information. If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept works and/or phrases appear within the topic.

A teacher can allow comments on entries (eg peer review, additional information). Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the Gradebook.

Glossaries have many uses, such as:

• a collaborative bank of key terms
• a 'getting to know you' space where new students add their name and key details
• a 'handy tips' resource of best practice in a practical subject
• a sharing area of useful videos, images or sound files
• a revision resource of facts to remember

2. Build your glossary

You have planned your glossary. Now you are ready to set up your glossary. Students will be able to create an entry and add comments (if you choose Yes), but will not be able to rate an entry without further steps (see Glossary - optional settings).

Create a glossary activity

1. In the topic, click Turn editing on 
    
2. In the week/module where you want to add the glossary, click Add an activity or resource  
   
   
   
3. Select Glossary and click Add
   
   
4. Give the glossary a Name and Description
   
   
5. Under Entries, amongst other options you can choose to allow comments (default is No)
   
   
   
6. Under Appearance, select Display format. There are 7 display formats: 
   
   • Simple, dictionary style - No authors are displayed and attachments are shown as links
   • Continuous without author - Entries are displayed one after another without any separation apart from the editing icons
   • Full with author - A forum-like display format showing the author's data and with attachments shown as links
   • Full without author - A forum-like display format without authors and with attachments shown as links
   • Encyclopedia - As for "Full with author" but attached images are shown inline
   • Entry list - Concepts are listed as links
   • FAQ - The words QUESTION and ANSWER are appended to the concept and definition respectively  
     
     
     
     Timeline block: Using the 'Expect completed on' date in the Activity completion section will show a date to students in the Timeline block.
     
     
7. Click the Save and display button
   
   
8. Click on the Browse by category tab (1), then the Edit categories button (2). Adding categories to a glossary means you can apply them to entries (and have more than one) which makes for easier searching/navigation
    
   
   
9. Click Add Category, and name your category
   
   
   
   
10. Use the Automatically link this category drop-down menu to select whether or not you would like to automatically link the category. For more information about auto-linking, see Set up auto-linking in a glossary entry
    
    
11. Click on the Save changes button. Repeat steps 9 & 10 as required (you can also return to this at any time).
    
    
12. The categories you create will allow users the option to browse by the glossary by category
    

Optional settings

See the following links for more options about using the Glossary activity:

• Moderate glossary entries before they are published
• Set up ratings in a glossary
• Set up auto-linking in a glossary entry

3. Test your glossary

To make sure your glossary works as expected, create a test entry (this can be deleted once you are happy with the result).

Add a glossary entry

1. Click the Add a new entry button
   
   
2. Fill in the required fields
   
   
3. Click Save changes 
   
   
4. Once your entry has been added, try searching for the entry. In the search box type in the name of your entry
   
   
5. Click search
   
   
   
6.  Your entry should now appear. To delete the entry press the trash icon. You can also preview the content by previewing it as a student.

4. Administer your glossary

In order to administer your glossary, you can use a variety of functions (listed below). You can moderate entries, set up ratings, import and export entries.

This entry relates to the Glossary activity.

Glossary has some optional settings which you can use, depending on the glossary's purpose and what you want students to do.

• Moderate glossary entries before they are published
• Set up ratings in a glossary
• Set up auto-linking in a glossary entry
  

Moderate glossary entries before they are published

1. Edit your glossary's settings
   
   
   
2. Open the Entries section and, change Approved by default to No
   
   
   
   
3. Click Save and display
   
   
4. To moderate glossary entries, view the list of glossary entries, and click on the Waiting approval link in the top right corner of the page.
   
   

Set up ratings in a glossary

You may wish students to rate other students' work (peer assess). If making this part of the assessment, you could then view the ratings and determine an overall rating for a student. Glossary entries can be rated using a scale. By default, only teaching staff can rate glossary entries, though students can be given permission to do so if desired (see step 2 below). Any ratings given are recorded in the Gradebook.

If you set up glossaries for rating, the glossary item will automatically appear in the Gradebook. Otherwise, if you want to assess the glossary you will need to manually add it to the Gradebook.

1. Edit the settings of the glossary you wish to set up ratings for
   
   
   
2. Under Ratings, check the Roles with permission to rate list. If you want students to rate posts, you will need to add Student to this list. To do this, contact your local eLearning support team 
   
   
3. Set the Aggregate type: 
   • Average of ratings (default) – useful if there is more than one post/one marker
   • Count of ratings: The number of rated items becomes the final grade. Note that the total cannot exceed the maximum grade for the activity
   • Maximum rating: The highest rating becomes the final grade
   • Minimum rating: The lowest rating becomes the final grade
   • Sum of ratings: All ratings are added together. Note that the total cannot exceed the maximum grade for the activity
     
     
4. Set the Scale Type:
• If you change the type to Scale, change the scale to Non-graded pass so no Maximum points can be set
• If you tick the box Restrict ratings to items with dates in this range: you will need to set the dates (From, To)
• If leave the type as Point, you can set the Maximum points (default is 100)
  Note: You can leave the default at 100, as if you set the weighting of the final grade for this assessment in Gradebook, the grade will be automatically scaled down
  
  
5.   If you tick the box Restrict ratings to items with dates in this range: you will need to set the dates (From, To)
    
   
   
6. Click Save and display

Set up auto-linking in a glossary entry

1. Open your glossary and click on the Add a new entry button
   

2. Enter the entry's Concept and Definition, along with any relevant Categories, Keywords and Attachments 
   
   
3. Under the Auto-linking heading, enable auto-linking by selecting the check box beside This entry should be automatically linked 
      
   
   
4. Click Save changes 
   
   

Enable auto-linking in an existing glossary entry

To enable auto-linking in an existing glossary entry, identify the relevant entry in the glossary and select the cog icon to the right of the entry.  Enable auto-linking as in step 3 above.

This entry relates to the Glossary activity.

Questions/problems

• Students can't comment on glossary entries

Students can't comment on glossary entries

Edit your glossary's settings. Under the Entries heading, make sure Allow comments on entries is set to Yes.

The Scheduler activity helps teachers to schedule one-on-one appointments with students in a topic. The teacher specifies the periods during which they are available to see the students and the length of each appointment. The students then book themselves into one of the available time slots. The tool also lets you record the attendance and optionally grade the appointment.

1. Plan your scheduler

The Scheduler tool could be used to:

• support first-year students to meet with teachers (given that they are used to readily accessing their teachers at school)    
• schedule an appointment for a student/s if you think you need to see them (e.g. one-on-one oral exam/presentation, interview, support)

2. Build your scheduler

You will need to set up the activity and schedule appointment times for students to choose from.

• Create the activity
• Schedule appointment times
  

Create the activity

1. Turn editing on
   
   
   
2. Go to the module where you want to add the Scheduler, then click Add an activity or resource (bottom right of module)
   
   
   
3. Select Scheduler from the Activities tab
    
   
   
4. Give the activity a Name (required) and provide an Introduction (optional)
   
   
5. Select the Mode:
   
   • If you select Students can register [1] appointment(s) [at a time], students can make another appointment after they have attended their first session
   • If you select Students can register [1] appointment(s) [in this scheduler], students can only make one selection per activity
     
     
6. Specify the Default slot duration in minutes
   
   
   
7. Click the Save and display button
   
   

Schedule appointment times

1. In the Scheduler activity, click Add slots and choose repeated slots or single slot
   
   
2. Select the date you want to start appointments (Date) and the date you want to end appointments (Repeat time slots until)
   
   
3. Choose the day/s for appointment times *required* (Add appointments on)
   
   
4. Specify the start and end times for each block of appointments
    
   
   
5. Set Divide into slots to Yes 
   
   
6. Specify the slot duration in minutes. For example, if the start time is 9 am, the end time is 10 am and you divide into slots of 15 minutes, 4 slots will be created: 9:00, 9:15, 9:30 and 9:45
   
   
7. Specify if you wish to have a break between slots
   
   
8. You can allow multiple students per slot (if required)
   
   
9. Specify a Location (if required)
   
   
10. In the Teacher area, specify who in the teaching team the student will be meeting with
    
    
    
11. You have the option to Display slot to students from
    
    
    
12. Select if you require the students to receive an email reminder
    
    
    
13. Click the Save changes button
    
    

3. Test your scheduler

To ensure your scheduler activity works as expected, it's best to do a test entry (this can be deleted once you are happy with the result). Contact your local eLearning support team for assistance.

4. Administer your scheduler

To administer your scheduler, simply monitor the appointments students set up with you.

1. To mark the appointment as completed, click the student's name 
   
   
2. Check (tick) the Attended box, add any notes about the appointment (visible to student), then click the Save changes button
   
   

What is Suspended or Not current status?

The Participants screen shows all students and teaching staff associated with the topic. If you see a user whose status is Suspended or Not current, this means the user is no longer able to access the topic.

Reasons for Suspended status:

• a student withdrew
  
• a staff member was removed from the teaching team
• their access has expired
  
• they have a sanction on their account

Reasons for Not current status:

• their access hasn't started
• their access has expired 
  

How to get a list of active students

1. Open the Participants screen via the Participants link in the Navigation menu (left of your screen)
   
   
   Or open the Topic management window and click Participants in User Links section
   
   
   
   
2. A list of participants will show
   
   
3. In the filter at the top of the screen, select Status from the drop-down menu, choose Active then click the Apply filters button
   
   
   
4. All active participants will show (students and staff)
   
   
5. To only see active students, add a second filter by clicking the Add condition link, choose Role then Student, set the Match filter to All and click the Apply filters button
   
    
   
   By default, the gradebook only shows active students, so you can also view the list of active students in the Grader report screen. See Gradebook – view students’ grades for more information.
   
    
   

This entry relates to the Assignment activity.

The assignment tool in FLO can be used to deliver take-home exams. In this format, students get access to the exam question/topic at a particular time, then need to submit (either by uploading a file or by typing text directly into FLO) by the due date.

Create an assignment as a take-home exam

Create an assignment (for file submissions) and make the following adjustments to the settings:

General settings

Enter the instructions for the exam in the Description box and include any additional files if required.

Availability settings

Set the Allow submissions from date/time – this is when the exam instructions will be released to students.

Note: The Always show description box should not be ticked – this will ensure that the instructions to students only display after the Allow submissions from date/time.

Remember to set the Due date and the Cut-off date as usual (see Cut-off date/time setting additional information below).

Important: Cut-off date/time setting

If the Cut-off date is not enabled, late submission (after the Due date) is possible.

The images above depict a scenario where students are provided with the exam instructions 2 days before the Due date. The instructions in the assignment description state that ‘late submissions will not be accepted’, so the Cut-off date is the same as the Due date.

For an exam that has a strict time limit (for example, a 3-hour exam), ensure the Cut-off date is set to at least 15 minutes after the Due date to allow for last-minute technical issues. If students submit after the Due date but before the Cut-off date, their exam will be accepted but will be recorded in FLO as being late.

Student view

This entry relates to the Assignment activity.

Anonymous submissions hide the identity of students from markers. When marking, instead of student names, markers will see a randomly generated participant number.

It is important to be aware of the following when using anonymous submissions:

• You will need to advise students not to include their name in the file name or within the file as FLO is unable to remove this identifying information
• Providing assignment extensions, due to the hidden nature of student identification, can be tricky
• Anonymous submissions cannot be enabled once submissions have been made

Consult your eLearning support team before using anonymous submissions.

Create an assignment with anonymous submissions

Create an assignment (for file submissions) and make the following adjustments to the settings.

Grade settings

Scroll down to Anonymous submissions and change to Yes.

Note: Topic coordinators and teachers in FLO can reveal student identities, but once this is done the assignment cannot be made anonymous again.

Marking an anonymous submission

When the teaching team mark the assignment, students' names will be obscured. Each submission will be identified by a unique Participant number, for example:

Once marking is complete, the topic coordinator (or teacher) must release the grades into the gradebook. Students will not be able to access marks and feedback until this has been done.

1. Using the Grading action menu to Reveal student identities. Note: This action cannot be undone.
   

This entry relates to the Assignment activity.

In some cases, assignments are iterative – students are asked to provide work for formative feedback rather than summative feedback and a mark, or students are providing drafts. In these cases, it may be appropriate to disable the Submit button.

Create an iterative assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.

Submission settings

Change Require students to click the submit button to No.

Note: The benefit of setting Require students to click the submit button to Yes is that once students click submit, they will be prevented from making changes to their submission during marking. Setting Require students to click the submit button to No should be used with the knowledge that students will be able to continue editing their submission.

Once a student enters their assignment (file upload or online text) the submission status will be displayed as Submitted for grading, however, they will continue to be able to edit their submission. At no point will they need to finalise their submission.

If you want to prevent students making further submissions, you can lock individual or multiple submissions.

Availability settings

Depending on the nature of your assignment, you may want to disable the Due date and Cut-off date by removing the tick from the enable boxes. (You also have the option to Remind me to grade by.)

This entry relates to the Assignment activity.

An offline assignment can be used when students do not need to upload any work into FLO – for example, when doing presentations, posters or lab books. The assignment tool can be used to manage and return marks and feedback.

The benefits of creating an offline assignment:

• Communicates assignment requirements to students
• Adds the due date to the topic calendar
• Allows for electronic management of feedback and marks

Create an offline assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.

Submission settings

For Submission types, untick File submissions.

Availability settings

It may not be necessary to set a due date for offline assignments, as no submission occurs through FLO. If this is the case, you might like to untick the box next to the Due date to disable the date for the assignment. However, if a due date is noted in the Statement of Assessment Methods (SAM), you should include it in the assignment settings. If a due date is included, it will appear in the topic calendar.

This entry relates to the Assignment activity.

Online text assignments allow students to type their assignment directly into a text box in FLO. Online text assignments are good for assignments with small word counts or for short-answer responses. It should be noted that the text entered by students is stored in FLO and cannot be downloaded.

Create an online text assignment

Create an assignment (for file submissions) and make the following adjustments to the settings.

Submission types settings

Untick File submissions (the default setting) and tick Online text:

Note: If you want to provide students with a choice, or if the assignment requires both types of submissions, you can tick both File submissions and Online text. Students can then upload a file(s) and/or type directly into the online text box.

With the Online text option, you can set a Word limit (tick to enable) – a warning will display to students if they exceed the set word limit at the time of submission:

Feedback types settings

Set Comment inline to Yes to annotate the text the student has submitted. This will copy the submitted text into the Feedback comments box, where you can use different font, colours etc to show your mark up.

After a Collaborate session, you can view and download an attendance report, and download the results of any polling undertaken. These reports will be available approximately 5 minutes after the last person has left the session.

• How to view session reports
• Session attendance report
• Download poll results

How to view session reports

You can view reports of completed sessions on the Collaborate Sessions page. 

1. Use the Filter by drop-down menu to help you locate the completed session
2. When you've found the session you want to see a report on, select the Session Options menu
3. Select View reports

Session attendance report

The Session attendance report provides an overview of when attendees joined and left the session. It also gives you an idea of how long attendees were present in the session on average. 

See the steps above on how to view session reports and then click the View report link under Attendance.

Now that you know when students joined and left the session, you can check in with them to see if they had any technical issues or need a quick review of what was presented and discussed.

Report particulars

Name	The name of each unique attendee
Role	Moderator = Teaching team member Participant = Student More on roles and permissions
Attendee Type	Integration indicates that an attendee entered the session via the Collaborate tool in FLO Guest indicates that an attendee entered the session via a link provided to them (e.g. someone from outside your topic)
First join	Date and time when the attendee first joined the session
Last leave	Date and time when the attendee last left the session
Total time	The total time the attendee was in the session
Joins	The number of times the attendee joined and/or reconnected to the session If an attendee joined more than once, click the View join details icon on the right for all join/leave details

Download poll results

If you've used the Polling feature in a Collaborate session, you can download the poll results. 

See the steps above on how to view session reports then click the download icon under Polls. 

The report includes the poll question/s, how each attendee responded and the date/time of their response.

This entry relates to the Forum activity.

You can create separate discussion forums for groups of students in a single forum activity (you don't need to create a separate forum activity for each group).

Note: Before creating your group discussion forum, you will need to organise your students into groups and add these groups to a grouping. 

Create a group discussion forum

1. Turn editing on 
   
   
2. In the module where you want to create the forum, click Add an activity or resource  
   
   
3. From the Activities tab, select Forum 
   
   
4. Give the forum a Name and Description
   
   
5. Apply other settings as necessary (see Set up a forum)
   
   
6. Under Common module settings, change Group mode to Separate groups to give each group their own private forum, or Visible groups to create a forum for each group and allow other groups to view (but not post to)
   
   
   For the Grouping setting, select the grouping containing the groups you want to use for the forum
   
   
   
7. Click Save and display
   

This entry relates to the Gradebook.

You can design and use checklists to mark assignments and forums online.

• Build a checklist
• Edit a checklist
• Student view
  

See also Mark using a checklist

Build a checklist

1. Before you can build a checklist, you need to set up the assignment/forum for online marking using a checklist

2. Give your checklist a name (required) and description (optional)
   
   

3. Add a name for your group in the Click to edit group area
   
   

4. Add a description for your item in the Click to edit item area
   
   

5. To add more items, click the +Add item button
   
   

6. To add more groups, click the +Add group button
   
   

7. Select options for your checklist
   
   

8. Click the Save checklist and make it ready button
   

Edit a checklist

To edit a checklist (prior to opening the assignment for submissions):

1. Open the activity
   
   
2. Select Advanced grading from the Actions menu cog

 

3. On the Advanced grading page, click Edit the current form definition
    
   

4. To edit, click on the group name or checklist item (see step 3 onwards under Build a checklist above). To delete an item, click the cross icon
   
   
5. Once you have finished making changes, click the Save button
   

---

Student view

Students can view the checklist (Grading criteria) before they submit their assignment on the Submission status screen:

This entry relates to the Gradebook.

You can design and use marking guides to mark assignments and forums online.

• Build a marking guide
• Edit a marking guide
• Student view
  

Build a marking guide

1. Before you can build a marking guide, you need to set up the assignment or forum for online marking using a marking guide

2. Give your marking guide a name (required) and a description (optional)
   
   

3. Add a name for the criterion in the Click to edit criterion name area
   

4.  Add a description for students – type in the Click to edit area. You can also add a description for the markers (if required)
   
   

5. Allocate a mark for the criterion, type a number into the Click to edit area for Maximum score
   

6. Click the Add criterion button to add extra criterion
   
   

7. Move your criterion up and down using the arrows, or delete (x)
   
   

8. At Frequently used comments, type in the Click to edit area to enter a comment, then click the +Add frequently used comments button until you have finished entering the comments you want markers to use
   

9. Select options for your marking guide
   

10. Click the Save marking guide and make it ready button
    
    

1. Open the activity
2. Select Advanced grading from the Actions menu cog

This entry relates to the Gradebook.

You can design and use rubrics to mark assignments and forums online. 

• Build a rubric
• Edit a rubric
• Student view
  

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. 

Rubrics and marking guides in FLO | Constructive alignment in FLO | Designing holistic rubrics | Negotiated assessment

Build a rubric

1. Before you can build a rubric, you need to set up the assignment/forum for online marking using a rubric

2. Give your rubric a name (required) and a description (optional)
   
   

3. Add criterion in the Click to edit criterion area
   
   

4. Add performance standards in the Click to edit level areas
   
   

5. To add more performance standards, click the Add level button
   
   

6. Add marks per performance standard – click the points areas
   
   

7. To add extra criterion, click the Add criterion button
   
   

8. Move your criterion up and down using the arrows, or delete (x). You can copy a criterion (with performance standard and marks) via the duplicate icon – the copy will appear at the end of the list
   
   

9. Select options for your rubric
   
   

10. Click the Save rubric and make it ready button
    

Edit a rubric

1. Open the activity

2. Select Advanced grading from the Actions menu cog
   
   

3. On the Advanced grading page, click Edit the current form definition
   
   

4. Once you have finished making changes, click the Save button
   

Student view

Students can view the rubric (Grading criteria) before they submit their assignment on the Submission status screen:

This entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than through the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

However, you can easily remove overridden grades in the Grader report screen. Note: You can alternatively remove overrides via the Single view screen.

Steps

1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
   
   
   
2. On the Grader report screen, click the Turn editing on button (located bottom-right in the banner)
   
   
   
3. Locate the grade that has been overridden (it will be highlighted) and click the Edit grade cog
   
   
   
4. On the Edit grade screen, untick the Overridden box and Save changes
   
   
   
5. Click the Turn editing off button in the banner
   
   
6. You can now modify the grade in the assignment activity

This entry relates to the Gradebook.

If you have inadvertently modified grades directly in the gradebook (rather than though the activity) they override all other grade entries and can no longer be modified through the activity. An overridden grade is highlighted in yellow as per the image below in the Grader report.

However, you can easily remove overrides quickly through the Single view screen. Note: You can alternatively remove overrides via the Grader report.

Steps

1. Enter the Gradebook by clicking on the Grades link in the Navigation menu
   
   
   
2. In the View tab, click on the Single view tab
   
   
   
3. You can either: (1) select an assessment from the Select a grade item… drop-down list to show all the grades for the item, or (2) select a student from the Select a user… drop-down list to show the grades for all items for a single student
   
   
   
4. Grades that have been overridden will show a tick in the Override column
   
   
   
5. To remove one override, uncheck the box; to remove several overrides at once, click the None link. Then click the Save button
   
   
   
6. The override/s will be removed and you can now enter the grade/s through the activity
   
   

This entry relates to the Gradebook.

When you enter the gradebook for your topic, via the Grades link in the Navigation panel, you are taken to the View menu on the Grader report screen where you can access various reports.

• Grader report 
• Grade history 
• Outcomes report 
• Overview report 
• Single view 
• User report

Download a gradebook report

In addition to the reports listed above, you can download a report in Excel which is a copy of the gradebook, in whole or in part, from the Export tab on Grader report screen.

Refer to Gradebook – export grades for step-by-step instructions.

Grader report

The grades for each student in a topic can be found in the Gradebook, or 'Grader report'. The Grader report collects all graded activities created in a topic (e.g. assignments, quizzes, forums) and items you've added manually (e.g. offline assessments). 

The Gradebook – main entry provides links to information on grade visibility, grade display, reordering and categorising items. 

To sort and filter the Grader report, refer to Gradebook – view students' grades which illustrates how to view grades for single and multiple students.

Grader report preferences 

You can personalise the Grader report in your topic. Choose Preferences: Grader report from the Setup tab.

You may need to change a preference to: 

• Enable quick feedback when using the Fail or Holding grade to record 'I' (incomplete) grades 
• Vew grades or submissions of students who no longer have access to the topic.

Grader report preferences (click to show/hide image)

Tip: Click the question mark icon next to each setting for a description about the preference.

Grade history

The Grade history report shows all the grades entered in a topic. The report includes the names of students, graders, and the dates the grades were recorded. You can track how the grades for item/s changed over time in large topics where there are many graders. 

The report can be downloaded in various formats including CSV and PDF. 

Refer to Why is this grade wrong? Can I see what has happened to this grade in the past? (Gradebook – troubleshooting entry) for the steps involved in producing a Grade history report.

Notes

• You can choose to select more than one student at a time. If you do this, the grade history data for the selected students will appear in date order, not in student order, so you need to be careful when analysing the report. 

• If you've run a report for one student and you want to run a separate report for another student, you need to deselect the first student to only get the data for the second student.

Outcomes report

Outcomes are descriptions of what a student has demonstrated / understood and can be included as part of an activity or at the topic level. If you've used outcomes in your topic, the Outcomes report lists the outcomes in the topic and their overall average (each outcome can be measured through activities). 

You can find information about using outcomes on the MoodleDocs website. Note: Where 'course' is used in the documentation, replace with 'topic' to align with Flinders terminology.

Overview report

The Overview report allows you to view all topics a student is enrolled in together with the total grade (Topic total) for each topic. 

Choose the student from the Select a user drop-down list. If a default grouping has been enabled at the topic level, you will be able to filter to a particular group in the Separate groups drop-down list before selecting a user (handy for topics with large student numbers).

Single view

On the Single view screen, you can: 

1. view a single grade item for all students from the Select grade item… drop-down menu 
2. view all the grades for a single student by choosing a student from the Select user… drop-down menu

You can also access single views from the Grader report screen: 

1. click on the pencil icon next to a student's name to view all grades for the student 
2. click on the pencil icon next to the name of an activity to view all grades for the activity

Notes

• The Single view screen also allows you to modify grades, however, this is not recommended as the grades will be overridden (locked) and you will no longer be able to modify the grade in the activity. 

• If grades have been overridden in the Grader report (not recommended), you can easily remove overrides on the Single view screen. 

• If you add feedback on the Single view screen, it appears in the Feedback column in the student's User report. Warning: Adding feedback will also permanently override the grade and prevent you from modifying it through the activity.

User report

The User report shows the grades for the topic for a particular student, or all students. You can see the report from your point of view (i.e. hidden items) or the same view as a student sees the gradebook. 

The following entries provide further information on the User report: 

• View the grades for a single student (Gradebook – view students' grades entry) 
• Preview grades as a student would seem them (Gradebook – check the Gradebook is accurate entry)

This entry relates to Assessment. 

Steps

1. Create the supplementary assessment activity, for example, an assignment or quiz 
   
   
2. Create a group that you will use to restrict the activity. Note: Keep the group name inexplicit as students can see group membership 
   
   
3. Add users to the group (only add students who have been offered the supplementary assessment) 
   
   
4. Restrict access to the activity using the group created at step 2 
   
   
5. Use the Fail or Holding Grade column in gradebook to indicate which students have been offered a supplementary assessment
   
   

If you need support, contact your local eLearning support team.