Accessibility and sustainable practice in FLOAccessibility and sustainable practice in FLO are an important part of the user experience, and support the usability and accessibility of multimedia products (eg websites). Look and feel enables user (eg student) engagement. FLO has various tools that facilitate structure and layout. Plan || SupportAccessibility is the practice of making learning content available to as many users across a wide range of options from assistive technologies, such as screen reading software, to interface design, such as navigation, text colour or font choices. Accessibility
is usually associated with designing for users with disabilities, but accessibility practices also benefit other limitations such as mobile devices, slow internet connections, etc.
International Web Content Accessibility Guidelines (WCAG) 2.0 specify three levels of conformance: A (lowest), AA and AAA (highest). AA is the minimum legal requirement in Australia and the standard you should aim to achieve. Flinders University is committed
to making its website accessible to all. The corporate website and FLO is designed to be compliant with the W3C (World Wide Web Consortium) Web Content Accessibility guidelines
and aims to meet AA+ ratings.
Academic staff must take all reasonable steps to ensure that online resources are accessible to all students, including those who use assistive technology, and must provide an alternative format where possible. 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 accessibility and sustainable practice related resources are provided below. Accessible and inclusive learning | Accessibility and inclusivity in FLO 1. Plan: How to design for accessibility
Here are some tips to help get you started. Device accessibilityDesigning your topic for device accessibility is important. Topic content should be accessible across the core web browsers supported by the University (Edge, Chrome and Firefox). Students are also likely
to use their mobile phones to access FLO, so test your FLO topic in your mobile phone to ensure your topic and content can be viewed as expected.
If you are unsure of student experiences using other types of devices and software, check with your local eLearning support team.
FLO site structure and contentAim: overall topic site consistency within the topic itself and (ideally) the bigger picture (eg within a program). Lack of consistency is an accessibility and usability problem reported by all students and the FLO starter site is designed to promote consistency.Text
When creating your topic content, consider these guidelines for accessibility and sustainability: Styles
Use hierarchical headings (large, medium, small) in the HTML editor rather than creating your own or just bolding text. This helps all users ‘sense make’ the site, but particularly those with a visual impairment (the screen reader recognises the hierarchy
and uses it to explain the content). Make sure your headings follow a logical order (medium [h3], small [h4] etc). Use other HTML editor style features for layout (these follow good web practice).
Font colours It is important to select accessibility-friendly colours for text. To choose an accessibility-friendly colour for a text (including module heading) select the 'More font colours' button from the HTML editor toolbar menu:
![]() The following colours are available:
![]() Once you select a colour, the change is applied:
![]() You can now save the change. The text is now accessibility-friendly. Using default styles and colours ensures your content is sustainable and less likely to break in future. ImagesHaving alternative text (Alt text) in your images is useful for accessibility as it is recognised by text to speech and screen reader software. Descriptive alternative text will provide the user with information when required, and is not visible when viewing the topic/page normally.Adding alternative text is dependent on the content and context of the image. It is not required when the image is purely for decoration and does not provide any relevant information to the user. Consider adding it if there is important information which the user needs to understand. To add Alt text to your image, put it as part of the image properties when uploading an image. You can add the text under the 'Describe this image for someone who cannot see it' field:
![]() If the image does not need any alternative text, select the "This image is decorative only" checkbox. ![]() Where possible, save the original image (especially if in a raw format) in a shared space for sustainability. VideosAccessible videos must include captions so they are accessible to all users. Apart from being an important requirement for accessibility, captions have been shown to be helpful for all students. To read more about how to use and apply captions, please see Video - add captions.Where possible, save the original raw video project files in a shared space for sustainability.
PolicyFor further information about the University’s commitment to accessibility, please refer to the Disability Policy.
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Active quiz - main entryWhether you are starting from scratch or working with an active quiz already created, using the active quiz activity in a topic ideally consists of 5 stages, in a looped process. 1. Plan | 2. Build | 3. Test | 4. Administer | 5. Review || Support
The teacher creates the quiz in advance – adding questions from the topic's question bank. During the lecture/tutorial, the teacher starts the quiz. Students can now connect to this quiz. Once the teacher is satisfied that all students have connected to the active quiz, they can click on 'Start Quiz'. The teacher can review student responses in real time and re-poll the same question, go to the next question, or jump to any question set up in the activity. 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 quiz-related resources are provided below. Aligning quiz questions with Bloom's taxonomy | Using FLO quizzes with large student numbers 1. PlanThe better your planning/preparation, the less likely you are to run into a problem once students start doing the quiz. Therefore, it is advised that you have a process for creating your quiz. Why do you want to set up an active quiz (ie what is the quiz's purpose)? Active quiz could be used for:
2. BuildSet up a category and question bankA question bank is used to categorise quiz questions. Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes. If you add a category before you add questions to the question bank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. This approach will make management easier when you are creating new quizzes (eg in the following semester) using questions from previous quizzes.
Categories in the question bank can be exported from one topic into another, enabling the questions within to be multiple use. Please contact your eLearning support team to discuss importing question bank categories.
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Training and support |
Troubleshooting |
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Training Quiz workshop (whilst this is not Active quiz, it will help you understand the features of the quiz activity) Support |
There are no identified issues with Active quiz. |
Assignment - add a group or user alternative due date (override)
Overrides are used to create multiple due dates for different students (eg different due dates for different tutorial groups, or individual due dates for each student), or to facilitate a resubmission.
Overrides are not an alternative to granting an extension using the Assignment extension request tool or
the Assignment grading screen.
If you want to create a group override, you may need to also set up groups in your topic.
Group alternative due date (override)
User alternative due date (override)
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Assignment - allow students to resubmit an assignment
When you set up an assignment activity, you can choose to either automatically give students the chance to resubmit until they receive a pass mark (as specified by you) or manually control when resubmissions are given. If you are using this feature to allow resubmissions as per the Assessment Variation Procedure then it is recommended that the manual setting is used. The resubmission feature allows both staff and students to review the full submission history (a resubmission will not overwrite a previous submission), including all submissions and feedback.
The resubmission processStudents, having met the criteria stated in section 6 of the Assessment Variation Procedures, can request to resubmit an assessment. Students do this by emailing you a Notification of Intent, as outlined on the resubmission page. Depending on the nature of the assessment, you may need to facilitate this resubmission through FLO.
The settings that enable resubmissions to occur
Granting a resubmission to an individual studentThere are two ways to grant a resubmission for an individual student. Option one - inside the marking form
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Assignment - annotate (mark) student assignments in FLO (online)
The online annotation feedback method allows you to open PDF assignments in your browser (eg Chrome, Firefox, Safari), provide comments and annotations, and save without needing to download and upload submissions into FLO. Students can submit in either Word, Open Office (.odt) or PDF file format. If they submit in Word, FLO will generate a PDF file, as you will use PDF annotation tools to mark it up online. If the assignment has been set up with an online marking guide, see also Mark assignments in FLO using a rubric, marking guide or checklist.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. Inspirational and engaged teaching | Marking in FLO using the assignment tool
Annotate online – stepsWhen marking online, you can annotate student assignments, provide a grade and feedback all in the one screen. In the 'individual marking form' for each student, you will see the student's 'Submission status' (eg Submitted for grading – once you have graded the assignment this will change to Graded). Depending on how the assignment activity is set up, you will also see a Grade box, a Feedback comments box (if enabled), and a Feedback files box (if enabled).
Add a comment to a quicklist (save time)Using the comment quicklist can save time when providing comments to submissions using online annotation. To save a regularly used comment to your comments quicklist, complete the following steps.
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Assignment - create a group assignment
Group assignments are used when students work on an assignment in teams and upload one submission per team. Note: Before creating your group assignment, you will need to organise your students into groups and add these groups to a grouping. 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.
Create a group assignment
Create an assignment (for file submissions) and make the following adjustments to the settings.
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Setting | Description |
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Students submit in groups |
Set to Yes to create a group assignment (this will activate the next three settings) ![]() |
Require group to make submission |
If enabled (Yes), students who are not members of a group will be unable to make submissions ![]() |
Require all group members submit |
This setting is enabled if Require students to click the Submit button is Yes in the Submission settings. This setting controls whether every member of the group must click the Submit button, or whether one member can 'submit' on behalf of the group:
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Grouping for student groups |
Choose the grouping you wish to use for the group assignment. Select the grouping that you created when you organised your students into groups.
Important: It is vital to have your students in the right group/grouping. If you do not include a grouping for this setting, FLO will take your entire topic as a group, so the first student to submit will be submitting for everyone and their
assignment submission will be visible to everyone. If this isn't set up correctly it cannot be changed once someone submits – you need to recreate the entire assignment.
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Assignment - create a Mahara assignment
Mahara ePortfolio is an evolving resource that records, stores and archives a student's artefacts of learning and reflection. It has the potential to demonstrate professional and personal growth, exemplify evidence-based
practice and provide a planning space for future professional
development needs and experiences Create a Mahara assignment
Create an assignment (for file submissions) and make the following adjustments to the settings.
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Assignment - create an assignment
The Assignment activity has the following default settings that allow individual students to submit files for marking, and offer various options for providing feedback (these and other assignment
settings are explained in more detail below):
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Setting | Description |
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Assignment name | Enter the title of the assignment. This is what the students will see on the topic homepage and will also appear in the gradebook. You should name the assignment according to the wording used in the Statement of Assessment Methods (SAM).
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Description | Using the HTML editor, enter the assignment description. You can provide links to literature or websites and add images or videos. You can also provide instructions on how you expect students to present their work (eg accepted file types, word limit, font size/type requirements, line spacing). |
Display description on topic page | If ticked, the above description will be displayed under the assignment link on the topic page. This is not recommended for lengthy descriptions.
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Additional files | You can provide additional files, such as rubrics. Download links for the files will be displayed on the assignment page under the description. |
Availability settings

Setting | Description |
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Allow submissions from
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This prevents students from submitting their assignment before the shown date. By default, this is enabled and set at the day and time you create the assignment. You can disable this date by unchecking the Enable box. Note: If you have this date enabled, students will not see the assignment description unless you tick the Always show description box. |
Due date |
This is when the assignment is due. Submissions will still be allowed after this date, but any assignments submitted after this date will be marked as late. Set an assignment cut-off date to prevent submissions after a certain date. Tips:
Timeline block:
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Cut-off date |
Used to allow late submissions up to a specified date. After the cut-off date, no more submissions can be made unless an individual assignment extension has been granted. Tip: It is recommended that you set the cut-off date at least 1 week after the due date, to allow for any late submissions. |
Remind me to grade by | You can assign an expected date that the marking of submissions should be finished by. This date will appear in the Timeline block on your My FLO page. |
Submission types settings

Setting | Description |
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Submission types |
Enables the different assignment submission types. Select from the following:
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Maximum number of uploaded files | This is the maximum number of files a student may upload (the default is 20). |
Maximum submission size | This is the upload limit for a single file (the default is 40MB). Note: Turnitin will only accept files up to 40MB; anything larger will not go through Turnitin. |
Restrict file types |
You can specify the types of files that you want students to submit. The default setting is 'File types for text matching' (*.doc, *.docx, *.rtf, *.html, *.ps, *.txt, *.pdf, *.ppt, *.pptx, *.ppts, *.hwp, *.wpd)' — these file types are accepted
by Turnitin to generate Originality reports.
You can select from the predefined categories (Word documents, PDF, Image, Video, Audio) or specify additional file types using the 'Other' option. With the Other option enabled, additional file type extensions can be entered in the input box – prefixed by an asterisk (*). Multiple file types should be separated by a comma. If you are planning to mark online, restrict the submission to Word documents and/or PDF. This will ensure that you are able to annotate all file submissions (FLO will convert Word documents to PDF format for online marking). |
Word limit | If Online text submissions is enabled (see 'Submission types' above), you can set the maximum number of words a student is able to submit directly into FLO. Tick the Enable box to set a word limit. |
Add a word count field to an assignment submission
Under the Submission types section, enable Word count declaration by ticking the check box:
Student view
A compulsory word count field will form part of the submission process for the assignment:
Feedback types settings

Setting | Description |
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Feedback types | All Feedback types are enabled by default: Feedback comments (see below), Annotate PDF,
Feedback files (rubric, marking guide) and Offline grading worksheet.
You can leave all options ticked (you don’t have to use all of them).
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Comment inline
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If enabled, this setting allows the submission text (see Submission types > Online text above) to be copied into the Feedback comments field during grading, making it easier to comment inline (using a different colour). |
Feedback template
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You can upload a Feedback template to be used as the basis for feedback files generated for each student. |
Feedback comments
The Feedback comments box enables 'rich' constructive feedback (links, video etc) using the HTML editor, and is great for overall feedback on an assessment item.
Submission settings

Setting | Description |
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Require students to click the submit button |
If Yes (default setting), students must click the Submit button to finalise their assignment. An assignment will remain in draft (allowing the student to make changes to text or upload new files) until they click the Submit button. Once submitted, they will be unable to modify their assignment without topic coordinator intervention (eg revert an assignment to draft; allow students to resubmit). If No, students can make changes to their submission at any time. |
Require that students accept the submission statement |
The default setting is Yes. The submission statement is a declaration that the work the student is submitting is their own unless otherwise acknowledged. |
Attempts reopened
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This setting determines how student submission attempts are reopened:
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Maximum attempts | You can set the maximum number of submission attempts for the assignment if Manually or Automatically until pass has been selected for Attempts reopened. |
Notifications settings

Setting | Description |
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Notify graders about submissions |
If set to Yes, all members of the teaching team will receive an email notification when an assignment is submitted or updated. The next setting will not be available if this is set to Yes. If the class is small, or you plan to return assignments as quickly as possible, it may be a good idea to choose Yes. However, for large classes this can result in a high volume of notification emails. |
Notify graders about late submissions |
This option is available if Notify graders about submissions is set to No. If set to Yes, an email notification will only be provided for assignments submitted after the due date. You may choose to enable this setting to avoid having to constantly check FLO for late submissions. |
Default setting for "Notify students"
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This field controls when to notify students of changes to their grade or feedback and sets the default value for the Notify students checkbox on the online grading form. The default is No. The Notify students checkbox is available when grading individual submissions. Choose Yes to notify the student immediately or No to grade without notifying the student. Students will not receive grade notifications if you have hidden the grades. |
Turnitin plagiarism plugin settings
Turnitin is integrated with the Assignment activity. It produces Originality reports that provide a summary of matching or similar text found between submitted work and other materials, such as online sources (eg webpages, journal articles and other electronic information).
Most of the Turnitin plagiarism plugin settings cannot be changed, however, you have the option of excluding the following elements of a paper from an Originality report:
Setting | Description |
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Exclude Bibliography | The default setting is No. If Yes, text appearing in the bibliography, works cited, and references sections are excluded. |
Exclude Quoted Material | The default setting is No. If Yes, text appearing in the quotes of student papers can be excluded. |
Exclude Small Matches | The default setting is No. If Yes, matches that are not of sufficient length can be excluded (the options available are Words or Percent – either the number of words or percentage of text to be excluded can be entered into the box that will appear underneath this field). |
Note: For Turnitin to generate an Originality report, the student’s submitted file must:
- be less than 40MB
- include a minimum of 20 words
- be less than 400 pages.
Grade settings

Setting | Description |
---|---|
Grade |
Select the type of grading you want to use. The options are:
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Grading method |
If Scale or Point for the Grade setting is chosen, the following options are available:
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Grade category | Controls the category in which the assignment’s grades are placed in the gradebook. |
Grade to pass | This setting determines the minimum grade required to pass. The value is used in activity and topic completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red. |
Anonymous submissions | Hides the identity of students from markers. Anonymous submissions settings will be locked once a submission or grade has been made in the assignment. Note: students will need to be instructed to exclude personal information (eg name, ID number) in their submission. Further information: Create an assignment with anonymous submissions |
Hide grader identity from students |
Hides the identity of markers from students. If enabled, the identity of markers is not shown to students when they view their feedback through the assignment link. Note: This setting does not affect the Comments link (Submission comments column) on the grading page. If you add a comment, your identity is not hidden. |
Use marking workflow | If you choose Yes, the Use marking allocation setting will appear where you can choose to allocate markers to each student. Note: Allocating markers is done on the grading screen. Marking cannot commence until markers have been allocated. |
Hide assignment grades until ready for release
After creating an assignment, we strongly recommend you hide the grades. This will prevent students from seeing their grades until you are ready to release them (both in the assignment activity and in gradebook). As soon as you have created an assignment (and clicked Save and display), you will see the Grading summary screen.
You can hide the assignment grades at this point, by clicking on the eye in the Grade visibility row. Once hidden, the Grade visibility row will change.
Assignment - create an assignment as a take-home exam
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. 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 resources that relate to take-home exams are provided below.
Create an assignment as a take-home exam
Create an assignment (for file submissions) and make the following adjustments to the settings:
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Assignment - create an assignment with anonymous submissions
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:
Consult your eLearning support team before using anonymous submissions.
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Assignment - create an iterative assignment
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.
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Assignment - create an offline assignment
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:
Create an offline assignment
Create an assignment (for file submissions) and make the following adjustments to the settings.
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Assignment - create an online text assignment
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.
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Assignment - create a video assignment
Setting up a video assignment is very similar to setting up an assignment for file submissions. These instructions outline the settings that make video assignments as student-friendly as possible. Depending on students' familiarity with submitting video
assignments, a practice upload of a video to a forum etc can be useful for checking their upload and embed process. Direct students to FLO Student Support for help submitting video assignments.
The best experience for students doing video assignments is for you to design the assignment submission so that students submit their video using My Media, which is part of Kaltura (the online video platform in FLO). Unlike the standard file upload option in FLO, My Media doesn't have a file size upload limit, so students won't need to compress their video files before submitting. Having to compress their video can affect the graphics and sound quality, which may make it difficult for you when watching and marking their video. Using My Media means that students will be able to provide a higher quality video file, and won't need to go through the additional stress of using a compression software prior to submission. Uploading to My Media can still take a little while if students have produced full-HD or very high resolution videos (which they tend to do when filming on mobile devices and/or using modern video editing software), so please encourage students to allow plenty of time for uploading and submitting. For example, testing on a high-speed home internet network and on the University network showed that uploading a 2GB video took around 20–30 minutes. Upload times depend on the speed of the internet connection students are using. Create a video assignmentCreate an assignment (for file submissions) and make the following adjustments to the settings.
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Training and support |
Troubleshooting |
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Support Contact your eLearning support team |
Note: Students do not have access to/use of the Media Vault
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Assignment - download assignment submissions/feedback files and grading worksheet (offline marking)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. Providing constructive feedback in FLO | Rubrics and marking guides in FLO | Scaffolding assessment in FLO | Marking in FLO using the assignment tool
If you are marking offline (having set this up when you created the Assignment activity), there is a 3-step process: download (internet access required), mark (no internet access required – this is the 'offline' part), upload (internet access required). Your options in the drop-down menu for 'Grading action' will depend on how you have set up the assignment.
Download assignment submissions for marking offline
On Windows computers You will need to extract the files out of the zip by clicking Extract all files in the toolbar (instructions may vary depending on what version of Windows you are using).
By leaving Show extracted files when complete ticked a window will open containing the files you extracted, ready for use. On Mac computers Go to Downloads and double-click on the zip file. The file will automatically be decompressed by Archive Utility into the same folder the zip file is in. Tip – once you have extracted (saved) the contents of the zip, ensure you mark student work in the selected folder. This will make it easier for you to zip up the files once you have finished marking.
Download feedback filesIf you include a feedback file (eg marking guide, rubric) when you create the assignment, FLO will generate a file for every student (by including their FAN at the front of the file name). The download process is the same as for submissions (above) except that you choose Download feedback files in a zip from the Grading action menu:
Download the grading worksheet
Note: If you are saving files anywhere outside of the University network (eg USB drive, Dropbox, Google Drive), please make sure you take regular backups of your work.
Next stepOnce you have finished marking, you will need to upload the marked files and grading worksheet.
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Assignment - exclude sources in a Turnitin similarity/originality report
Removing a source from a similarity report will 'recalculate' the similarity index without consideration to the removed source in question. This feature is useful when a paper has been submitted to Turnitin multiple times, and the originality report is reporting a high match (eg 100%) to the previous submission. Removing a source from a similarity report provides a clearer similarity index (percentage). Steps
Your report will then recalculate (excluding the sources you selected). |
Assignment - grant extensions for assignments (Assignment grading screen)
Topic coordinators and teachers can grant students an extension beyond an assignment’s due date and cut-off date. This is usually done through the Assignment extension tool (which partially automates the process) but in certain situations can be done in the Assignment grading screen, for example, when a student has requested an extension without using the extension tool.
When setting the due date for a resubmission, or changing the initial due date for a selection of students, use a group or user override. To change
the date for all students, edit the assignment’s settings instead.
Grant an extension
Where do students see their extension date?In their assignment:
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Assignment - grant extensions for assignments (Extension request tool)This entry relates to the Assignment activity.
Note: When setting the due date for a resubmission, or changing the initial due date for an individual student or a subsection of students, do not use the extension tool, instead apply a user/group override.
Accessing the extension toolThe tool is available in every FLO topic and is generally found either with the assessment information or in the top module. When you open the tool, you will be asked to log in again with your FAN and password. This is normal behaviour for the tool. If the tool has been deleted, you can add it back:
Adding assessments other than assignmentsThe Assignment extension tool is automatically populated with the assignment activities in the topic, but you can add other activities to allow students to submit extension requests in a consistent manner. When you add other activities to the tool, you will need to manually manage the extension inside the activity (eg for a quiz, you would create an override for the student). To add other activities to the tool:
Note: Manually added assignments do not roll over, they will need to be recreated the next time the topic runs.
Processing requests1. Assignment selection listView pending requests per assignment by selecting one assignment from the drop-down list, or you can view all assignments. ![]() 2. Extension request length tabsUnder each assignment, you can view all requests, or those 1 - 3 days, or 3+ days. If an assignment has no due date, it will be under the 3+ days tab. Note: ‘days’ are university business days. ![]() 3. Bulk moderating requests 1 - 3 daysOn the 1 - 3 days tab you can choose all, or one or more requests and then click on ‘Approve/decline selected requests’ to moderate multiple requests. Individual moderation is also available by clicking on the ‘pending’ link located in the ‘Status’ column. ![]() Scrolling towards the bottom of the page allows you to:
Important: If you are granting an extension after the assignment due date/time, you should let students know that it won’t be recorded as 'late submissions' hence no penalties would be applied.
When you click Save and send, the extension date (new due date) will be set in FLO, and the student(s) will be emailed with your decision. Alternatively, you can press Email Preview to review what is sent to the student
or Save without email to approve the request without emailing the student. Note: There is no ‘preview email’ function available if using the bulk moderating feature.
Notification settingsBy default, topic coordinators will receive a daily email with a list of requests that need attention. However, you can change the notification frequency or allow other teaching staff to review requests for a topic. Change your email frequency
Note: FLO will stop sending notification emails two weeks after the topic’s end date, to prevent emails from unprocessed requests from being sent indefinitely.
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Assignment - hide and release marks/feedback to students
When you mark the assignments, you will likely want to hide the grades before you start marking, so that some students do not see their feedback before others. When you have finished marking you will likely want to show the grades so that marks and feedback can be released to students. Hiding and showing marks from inside the assignment
Hiding and showing marks from inside the gradebook
Assignments that are hidden will appear greyed out. Compare the two assignments below - assignment 1 is hidden from students, while assignment 2 is visible. |
Assignment - interpreting the Turnitin similarity/originality report
It is natural for student submissions to match Turnitin's database as students will include quotes, references and common words or phrases in their assessments. As such the score in the report does not tell you if a student has breached academic integrity, and the report needs to be interpreted to determine if the matches are acceptable or not. The Academic integrity for staff FLO site contains information on how to interpret similarity/originality reports. |