diff --git a/source/educators/concepts/advanced_features/lti_reuse_content.rst b/source/educators/concepts/advanced_features/lti_reuse_content.rst index b44dc982..dd639ba0 100644 --- a/source/educators/concepts/advanced_features/lti_reuse_content.rst +++ b/source/educators/concepts/advanced_features/lti_reuse_content.rst @@ -1,34 +1,29 @@ .. _Reusing Course Content: -########################################## Reusing Course Content with LTI -########################################## +############################### .. tags:: educator, concept -.. only:: Partners - -.. note:: This feature was a closed pilot experiment. This feature is not - supported for new users. - -When you use LTI to reuse edX course content, learners who are already familiar -with an external learning management system or other consumer application -(external LMS) see content from edX that is seamlessly integrated into a -familiar context. Only the content that you specify from edX appears in the -external LMS, typically within an iframe on a page. +When you use LTI to reuse your course content, learners who are already +familiar with an external learning management system or other consumer +application (external LMS) see content from your Open edX instance that is +seamlessly integrated into a familiar context. Only the content that you +specify from your Open edX instance appears in the external LMS, typically +within an iframe on a page. For example, you can set up a course on an external LMS, such as Canvas, to -include a link to a problem component that is part of an edX course. The -problem is included as one of the course's assignments, and appears in Canvas -like other content. +include a link to a problem component that is part of a course on your +instance. The problem is included as one of the course's assignments, and +appears in Canvas like other content. .. image:: /_images/educator_concepts/lti_canvas_example.png - :alt: An edX molecule builder problem shown as part of a course running on a - Canvas system. + :alt: An Open edX molecule builder problem shown as part of a course running + on a Canvas system. This section provides background information on different aspects of the -experience that learners and course team members have when interacting with edX -content in the context of an external LMS. +experience that learners and course team members have when interacting with +Open edX content in the context of an external LMS. .. contents:: :local: @@ -37,56 +32,63 @@ content in the context of an external LMS. For information about the content that you can include in an external LMS, see :ref:`Planning for Content Reuse`. -********************************** Course Roster Management -********************************** +************************ Course teams manage the course roster entirely on the external LMS, as you -would for other courses that run on that platform. Learners do not use the edX -LMS to enroll, and the course team does not complete any enrollment activities -in Studio or the edX LMS. +would for other courses that run on that platform. Learners do not use the Open +edX LMS to enroll, and the course team does not complete any enrollment +activities in Studio or the Open edX LMS. To obtain enrollment data for the course, you use the features available in the external LMS. -****************************************** Learner Identification and Single Sign On -****************************************** - -.. only:: Partners - - .. note:: Different configuration options are available for how an external - LMS and edX Edge authenticate users. Your DevOps team is likely to have - additional information about the specific authentication process used by - your institution. +***************************************** Learners do not need to navigate to a different website, or sign in to any -other system (including edX), to access content that originates in an edX -course. However, the first time a learner views edX course content in the -external LMS, she might have to re-enter her credentials for the external LMS, -even though she is already signed in to the external LMS. - -Internally, the edX instance associates a unique internal identifier to each -learner's credentials to allow for a streamlined, single sign in experience in -the future. However, this separate edX identifier can make some edX content -confusing for learners when viewed in the context of an external LMS. For -example, edX course discussions can identify participants by their edX IDs -instead of the usernames they would normally see in the external LMS. As a -result, some edX content is not currently suitable for use in an external LMS. +other system (including your Open edX instance), to access content that +originates in an course in your instance. However, the first time a learner +views Open edX course content in the external LMS, she might have to re-enter +her credentials for the external LMS, even though she is already signed in to +the external LMS. + +Internally, the Open edX instance associates a unique internal identifier to +each learner's credentials to allow for a streamlined, single sign in +experience in the future. However, this separate identifier can make +some content confusing for learners when viewed in the context of an +external LMS. For example, Open edX course discussions can identify +participants by these unique IDs instead of the usernames they would normally +see in the external LMS. As a result, some Open edX content is not currently +suitable for use in an external LMS. For more information, see :ref:`Planning for Content Reuse`. -****************************** Learner Progress and Grades -****************************** +*************************** -Each learner's progress through the edX content is saved. Learners start, stop, -and resume work in the external LMS in the same way that they would in the edX -LMS. +Each learner's progress through the Open edX content is saved. Learners start, +stop, and resume work in the external LMS in the same way that they would in +the Open edX LMS. -Learner responses to edX problem components are graded by the edX system, and -then transferred automatically to the grade book in the external LMS. For more -information, see :ref:`Grading Remote Content`. +Learner responses to Open edX problem components are graded by the Open edX +system, and then transferred automatically to the grade book in the external +LMS. For more information, see :ref:`Grading Remote Content`. To obtain learner engagement and performance data, you use the features -available in the external LMS. \ No newline at end of file +available in the external LMS. + +.. seealso:: + :class: dropdown + + :ref: `Using Open edX as an LTI Tool Provider` (concept) + + :ref: `Create a Duplicate Course for LTI use` (how-to) + + :ref: `Determine Content Addresses` (how-to) + + :ref: `Planning for Content Reuse` (reference) + + :ref: `Open edX as an LTI Provider to Canvas` (how-to) + + :ref: `Open edX as an LTI Provider to Blackboard` (how-to) diff --git a/source/educators/concepts/advanced_features/managing_teams_discussions.rst b/source/educators/concepts/advanced_features/managing_teams_discussions.rst index ca16a378..3ef0636f 100644 --- a/source/educators/concepts/advanced_features/managing_teams_discussions.rst +++ b/source/educators/concepts/advanced_features/managing_teams_discussions.rst @@ -1,18 +1,17 @@ .. _Teams Discussions: - -######################### -Managing Team Discussions -######################### +Managing Teams Discussions +########################## .. tags:: educator, concept -EdX recommends that you designate course staff and optionally student teaching -assistants (TAs) to moderate team discussions. The same discussion -administration roles for managing course discussions on the **Discussions** page -apply to discussion administration for team discussions. Course team members and -student TAs who already have discussion moderation roles for course discussions -on the **Discussions** page can perform the same roles for discussions in teams. +The Open EdX community recommends that you designate course staff and +optionally student teaching assistants (TAs) to moderate team discussions. The +same discussion administration roles for managing course discussions on the +**Discussions** page apply to discussion administration for team discussions. +Course team members and student TAs who already have discussion moderation +roles for course discussions on the **Discussions** page can perform the same +roles for discussions in teams. For information about discussion administration roles, see :ref:`Assigning_discussion_roles`. For information about managing discussions, @@ -22,7 +21,6 @@ see :ref:`Running_discussions`. :local: :depth: 1 -*********************************** Ability to Post in Team Discussions *********************************** @@ -35,9 +33,8 @@ Posts made by discussion community TAs are marked with a **Community TA** label in the discussion navigation pane, and those made by discussion moderators or discussion admins are marked with a **Staff** label. -*********************************** Ability to Edit or Delete Posts -*********************************** +******************************* Discussion moderators, discussion admins, and community TAs can perform the following actions in team discussions, without being a member of the team. diff --git a/source/educators/concepts/advanced_features/teams_learner_experience.rst b/source/educators/concepts/advanced_features/teams_learner_experience.rst index 79352440..ee4b1f2e 100644 --- a/source/educators/concepts/advanced_features/teams_learner_experience.rst +++ b/source/educators/concepts/advanced_features/teams_learner_experience.rst @@ -1,9 +1,7 @@ .. _CA Learner Experience of Teams: - -########################################## The Learner's Experience of Teams -########################################## +################################# .. tags:: educator, concept @@ -15,15 +13,13 @@ within topics. Each learner can belong to only one team. :local: :depth: 1 -*********************************** Browsing Teams by Topic -*********************************** +*********************** On the **Teams** page in the LMS, learners in your course can browse topics to find a subject that they are interested in collaborating on. Learners can sort topics alphabetically by name, or by the number of teams in a topic. - .. image:: /_images/educator_concepts/Teams_TopicArrowButton.png :width: 500 :alt: On the page showing available topics, one topic has the arrow button @@ -51,10 +47,8 @@ identify with. While they are browsing teams, learners can read any team's discussion posts, but they cannot add posts to a team's discussion forum unless they join that team. - -************************************* Joining, Creating, or Leaving a Team -************************************* +************************************ When learners find a team that they want to join, they select **Join Team** and are immediately added to the team membership. @@ -76,7 +70,7 @@ Learners specify a name and description for their team, and optionally specify a country and language that team members identify with. A learner who creates a team automatically becomes a member of the new team. -.. note:: EdX recommends that you encourage learners to join existing teams +.. note:: The recommendation is to encourage learners to join existing teams before they create new teams. .. note:: Because course staff who have the role of Admin, Discussion Moderator, @@ -92,10 +86,8 @@ they have left. .. Add back Invite Others when available - -************************************* Participating in Team Discussions -************************************* +********************************* Only members of a team (or anyone with a discussion administrator, discussion moderator, or community TA role) can post to a team's discussion forum. Any diff --git a/source/educators/concepts/advanced_features/teams_overview.rst b/source/educators/concepts/advanced_features/teams_overview.rst index ea251c25..b280e993 100644 --- a/source/educators/concepts/advanced_features/teams_overview.rst +++ b/source/educators/concepts/advanced_features/teams_overview.rst @@ -1,8 +1,7 @@ .. _CA_Teams_Overview: -*************** Teams Overview -*************** +############## .. tags:: educator, concept diff --git a/source/educators/concepts/advanced_features/using_openedx_as_LTI_provider.rst b/source/educators/concepts/advanced_features/using_openedx_as_LTI_provider.rst index 62ee3bd3..d424b185 100644 --- a/source/educators/concepts/advanced_features/using_openedx_as_LTI_provider.rst +++ b/source/educators/concepts/advanced_features/using_openedx_as_LTI_provider.rst @@ -1,48 +1,34 @@ .. _Using Open edX as an LTI Tool Provider: -####################################### Using Open edX as an LTI Tool Provider -####################################### +###################################### .. tags:: educator, concept -.. note:: This feature was a closed pilot experiment. This feature is not - supported for new users. - -An experimental feature enabled the edX Edge site to be configured to be a -learning tool interoperability (LTI) provider to other systems and applications -that partner institutions use. After initial configuration and testing between -Edge and your system or application is complete, course teams could use this -feature to reuse Edge course content, including advanced problem types and -videos, in an on campus or in house learning management system. Examples -currently include courses running on Canvas and Blackboard. - -You can also include content from an LTI provider in your edX courses. For -more information, see :ref:`LTI Component`. +You can also include content from an LTI provider in your courses. For more +information, see :ref:`LTI Component`. .. _Grading Remote Content: -****************************** Grading Remote Content -****************************** - -.. note:: This feature was a closed pilot experiment. This feature is not - supported for new users. +********************** -When you include the problem components in a graded edX subsection in an -external LMS, the edX system grades the learner responses to those problems. -The edX system then transfers the learner scores back to the external LMS. This -exchange between an external LMS, the edX system, and the external LMS again is -near real time. It can take a few moments to complete this exchange for a -single problem component, and up to several minutes to return aggregated scores -of all of the problems in a unit or subsection. +.. warning:: This feature was a closed pilot experiment. This feature is poorly + documented and may not work properly. -When you include edX problem components in an external LMS, note the following -requirements. +When you include problem components from a graded subsection in your Open edX +instance in an external LMS, your Open edX instance will grade the learner +responses to those problems. Your instance then transfers the learner scores +back to the external LMS. This exchange between an external LMS, your Open edX +instance, and the external LMS again is near real time. It can take a few +moments to complete this exchange for a single problem component, and up to +several minutes to return aggregated scores of all of the problems in a unit or +subsection. -* The edX problem component must be in one of the graded subsections in your - course. +When you include problem components from your Open edX instance in an external +LMS, note the following requirements. +* The problem component must be in one of the graded subsections in your course. * Your external LMS might also require that you use a specific part of the course for graded content. For example, in Canvas, you must add the LTI URL of a problem component to the "Assignments" section of a course, or to a @@ -58,10 +44,10 @@ For more information about constructing an LTI URL for a course component, see :ref:`Create a Duplicate Course for LTI use` (how-to) - :ref:`Determine Content Addresses when using Open edX as an LTI Provider` (how-to) + :ref:`Determine Content Addresses` (how-to) - :ref:`Planning for Content Reuse (LTI)` (reference) + :ref:`Planning for Content Reuse` (reference) - :ref:`Example: Open edX as an LTI Provider to Canvas` (reference) + :ref:`Open edX as an LTI Provider to Canvas` (how-to) - :ref:`Example: edX as an LTI Provider to Blackboard` (reference) \ No newline at end of file + :ref:`Open edX as an LTI Provider to Blackboard` (how-to) diff --git a/source/educators/concepts/exercise_tools/OpenResponseAssessments.rst b/source/educators/concepts/exercise_tools/OpenResponseAssessments.rst index 7771a09c..a2dbcf4e 100644 --- a/source/educators/concepts/exercise_tools/OpenResponseAssessments.rst +++ b/source/educators/concepts/exercise_tools/OpenResponseAssessments.rst @@ -1,8 +1,7 @@ .. _Open Response Assessments: -########################################### Introduction to Open Response Assessments -########################################### +######################################### .. tags:: educator, concept @@ -18,7 +17,8 @@ assessment) to complete the assignment. an open response assessment divided by cohort, you must create that assessment in a course component that is defined as cohort-specific. For more information about cohorts and creating cohort-specific course content, see - :ref:`Cohorts Overview ` and :ref:`Offering Differentiated Content to Different Learner Groups `. + :ref:`Cohorts Overview ` and :ref:`Offering Differentiated + Content`. The following topics provide conceptual information about open response assessments. @@ -37,9 +37,8 @@ including step by step instructions, see the following sections. .. _PA Elements: -****************************************** Elements of an Open Response Assessment -****************************************** +*************************************** When you create an open response assessment assignment, you include several elements. @@ -63,7 +62,6 @@ For step-by-step instructions for creating an open response assessment, see .. _PA Prompts: -======= Prompts ======= @@ -85,7 +83,6 @@ where learners enter their responses. For more information, see .. _PA Rubric: -======= Rubric ======= @@ -158,7 +155,7 @@ For information about creating a rubric, see :ref:`PA Add Rubric`. An Example Criterion -***************************** +******************** In a rubric, one criterion and its set of options might resemble the following. @@ -201,9 +198,8 @@ points possible) .. _PA Assessment Steps: -================= Assessment Steps -================= +================ In your assignment, you also specify the **assessment steps**. You can set the assignment to include some combination of the following steps. @@ -214,8 +210,8 @@ assignment to include some combination of the following steps. .. note:: If you include a learner training step, you must also include a peer assessment step. The learner training step must come before peer or self - assessment steps. If you include both peer and self assessment steps, edX - recommends that you place the peer assessment before the self assessment. + assessment steps. If you include both peer and self assessment steps, it is + recommended that you place the peer assessment before the self assessment. If you include a staff assessment step, it should be the final step in the assignment. @@ -232,7 +228,7 @@ a self assessment ("Assess Your Response"). .. _PA Student Training Step: Learner Training Step -***************************** +********************* Learner training steps teach learners to perform their own assessments. A learner training assessment contains one or more sample responses that you @@ -272,22 +268,21 @@ For more information, see :ref:`PA Student Training`. .. _Peer Assessment Step: Peer Assessment Step -***************************** +******************** In the peer assessment step, learners review the responses of other learners in the course. For each response, they select an option for each criterion in your rubric based on the response. Learners can also provide text feedback, or comments, on each response. -If you include both peer and self assessment steps, edX recommends that you +If you include both peer and self assessment steps, it is recommended that you place the peer assessment before the self assessment. For information about how peer assessments affect a learner's assignment grade, see :ref:`PA Scoring`. - Number of Responses and Assessments -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ +=================================== When you include a peer assessment step, you specify the number of responses that each learner must assess (**Must Grade**) and the number of peer @@ -312,7 +307,7 @@ do not count toward the score that the response receives. .. _Feedback Options: Feedback Options -^^^^^^^^^^^^^^^^ +================ By default, in peer assessment steps, learners can provide text feedback for the entire response, using a single comment field below the entire rubric. You @@ -327,7 +322,7 @@ Field Only`. Assessing Additional Responses -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ +============================== Learners can assess more than the required number of responses. After a learner completes the peer assessment step, the step "collapses" so that only @@ -337,24 +332,22 @@ If the learner selects the **Assess Peers** heading, the step expands again. The learner can then select **Continue Assessing Peers** to perform additional peer assessments. - .. _Self Assessment Step: Self Assessment Step -***************************** +******************** In self assessment steps, the learner sees her own response followed by the rubric. As with peer assessments, the learner evaluates the response using the rubric, selecting an option for each criterion. -If you include both peer and self assessments, edX recommends that you include -the peer assessment before the self assessment. - +If you include both peer and self assessments, it is recommended that you +include the peer assessment before the self assessment. .. _Staff Assessment Step: Staff Assessment Step -***************************** +********************* In staff assessment steps, a member of the course team performs an evaluation of the learner's response. Course team members grade the response using the @@ -374,15 +367,13 @@ steps, and make it available only to the members of one or more specific cohorts. For the members of the remaining cohorts, you create an ORA assignment that has only the peer assessment step. For details about creating different course experiences for learners in different cohorts, see -:ref:`Create Cohort Specific Course Content `. +:ref:`Create Cohort Specific Course Content`. For details about performing grading in staff assessment steps, see :ref:`Perform a Staff Assessment`. - .. _PA Scoring: -******************************************************* How Scores for Open Response Assessments Are Calculated ******************************************************* @@ -401,15 +392,13 @@ assessment portions independently. In open response assessments that include only self assessments, the assignment's final score is equivalent to the self assessment score. -.. note:: Given the high level of subjectivity in peer assessments, edX - recommends that you make ORA assignments count towards only a small - percentage of a course's final grade. +.. note:: Given the high level of subjectivity in peer assessments, it is + recommended that you make ORA assignments count towards only a + small percentage of a course's final grade. The following topics detail how the scores for peer assessments and self assessments are calculated. - -======================= Peer Assessment Scoring ======================= @@ -511,8 +500,6 @@ Then set the toggle for this feature on or off :alt: Image highlighting the toggle for flexible peer grading on the course level :width: 600 - -======================= Self Assessment Scoring ======================= @@ -527,7 +514,6 @@ Self assessments are scored by criteria. Each learner rates herself on each criterion, using the rubric. The learner's final score on a response is the total number of earned points, out of the total possible points. -======================== Staff Assessment Scoring ======================== @@ -537,9 +523,8 @@ assignment. .. _PA Top Responses: -***************************** Top Responses -***************************** +************* You can include a **Top Responses** section that shows the top scoring responses that learners have submitted for the assignment, along with the @@ -555,7 +540,7 @@ assignment. You can allow the **Top Responses** section to show between 1 and 100 responses. Keep in mind, however, that each response might be up to 300 pixels in height in the list. (For longer responses, learners can scroll to see the -entire response.) EdX recommends that you specify 20 or fewer responses to +entire response.) It is recommended that you specify 20 or fewer responses to prevent the page from becoming too long. .. note:: It can take up to an hour for a high-scoring response to appear in the @@ -567,12 +552,10 @@ prevent the page from becoming too long. For more information, see :ref:`PA Show Top Responses`. - .. _Best Practices for ORA: -********************************************* Best Practices for Open Response Assessments -********************************************* +******************************************** Open response assessments can be a powerful teaching tool, but they are more effective in some situations than in others. In general, open response @@ -586,12 +569,11 @@ correct or incorrect answers to questions. .. note:: Do not add more than one ORA component in a course unit. Multiple ORA assignments in a unit cause errors when learners submit their assessments. -EdX suggests that you follow the guidelines and best practices in the +It is suggested that you follow the guidelines and best practices in the following sections when you use open response assessments in your courses. -========================= Designing the Assignment -========================= +======================== * Do not add more than one ORA component in a course unit. Multiple ORA assignments in a unit cause errors when learners submit their assessments. @@ -607,9 +589,8 @@ Designing the Assignment containing the staff assessment step available only to members of one or more cohorts. -==================== Grading and Rubrics -==================== +=================== * Make sure you have a well designed and clear :ref:`rubric ` for the assignment. A good rubric is very important in helping to eliminate @@ -629,13 +610,13 @@ Grading and Rubrics * Consider using ungraded ORA assignments to generate learner interaction and feedback without affecting grades. -========================= Peer Assessments -========================= +================ * Set the **Must Grade** number higher than the **Graded By** number to - minimize the chance that some responses will not be peer assessed. EdX - recommends a setting such as **Must Grade** = 4 and **Graded By** = 3. + minimize the chance that some responses will not be peer assessed. The Open + edX Community recommends a setting such as **Must Grade** = 4 and **Graded + By** = 3. * To allow enough time for peer assessments to be performed after learners have submitted their own responses, set the response due date and time at @@ -665,9 +646,8 @@ Peer Assessments .. _Asking Learners to Upload Other Files in Responses: -******************************************************* Asking Learners to Upload Files in Responses -******************************************************* +******************************************** In ORA assignments, you can ask your learners to upload images, .pdf files, or other types of files as a part of their responses. Other learners @@ -697,16 +677,13 @@ For more information, see :ref:`PA Allow Images`. .. _Prohibited File Extensions: -========================== Prohibited File Extensions ========================== Learners cannot upload file types that have the following file name extensions -as part of an open response assessment on edx.org or edX Edge. When you define -a set of custom file types for learners to upload with their responses, you -cannot specify these file types. The extensions on this list are selected and -maintained by the development operations team at edX, and are subject to -change. +as part of an Open Response Assessment in your Open edX courses. When you +define a set of custom file types for learners to upload with their responses, +you cannot specify these file types. This set of file name extensions is provided as the default for Open edX installations. Open edX system administrators can update this list. For more @@ -730,10 +707,10 @@ information, see `Configuring ora2 to prohibit submission of file types`_. .. seealso:: :class: dropdown - :ref:`PA Create an ORA Assignment` (how to) + :ref:`PA Create an ORA Assignment` (how-to) - :ref:`Managing ORA Assignments` (how to) + :ref:`Managing ORA Assignments` (how-to) :ref:`ORA Staff Grading` (reference) - :ref:`Accessing ORA Assignment Information` (reference) \ No newline at end of file + :ref:`Accessing ORA Assignment Information` (reference) diff --git a/source/educators/concepts/exercise_tools/create_exercises.rst b/source/educators/concepts/exercise_tools/create_exercises.rst index f366ef3e..8d120bbf 100644 --- a/source/educators/concepts/exercise_tools/create_exercises.rst +++ b/source/educators/concepts/exercise_tools/create_exercises.rst @@ -1,22 +1,20 @@ .. _Create Exercises: -############################## Problems, Exercises, and Tools ############################## .. tags:: educator, concept -You can add a wide variety of different types of problems, exercises, and -tools to your course outline. By default, a core set of :ref:`problem -types` is available in Studio for you to -include in your course. You have the option to expand the initial set of core -problem types by enabling additional exercises and tools. +You can add a variety of problems, exercises, and tools to your course outline. +By default, a core set of :ref:`problem types` +is available in Studio for you to include in your course. You have the option +to expand the initial set of core problem types by enabling additional +exercises and tools. .. contents:: :local: :depth: 2 -********************************************************* Enhancing Your Course with Additional Exercises and Tools ********************************************************* @@ -42,6 +40,6 @@ selection of other exercises and tools that you can add to your course. .. seealso:: :class: dropdown - :ref:`Core Problem Types` (reference) + :ref: `Core Problem Types` (reference) - :ref:'Enable Additional Exercises and Tools' (how to) + :ref: `Enable Additional Exercises and Tools` (how-to) diff --git a/source/educators/concepts/exercise_tools/drag_and_drop.rst b/source/educators/concepts/exercise_tools/drag_and_drop.rst index 7e6c4f7e..59bae6e8 100644 --- a/source/educators/concepts/exercise_tools/drag_and_drop.rst +++ b/source/educators/concepts/exercise_tools/drag_and_drop.rst @@ -1,6 +1,5 @@ .. _drag_and_drop_problem: -##################### Drag and Drop Problem ##################### @@ -23,7 +22,6 @@ to use drag and drop problems in your course. .. _overview_of_drag_and_drop_problems: -********************************** Overview of Drag and Drop Problems ********************************** @@ -94,10 +92,9 @@ message informs the learner that the problem is complete. :alt: An example of a simple drag and drop problem. The problem is complete and the final feedback message appears below the background image. - .. seealso:: :class: dropdown - :ref:`Creating a Drag and Drop Problem` (how to) + :ref:`Creating a Drag and Drop Problem` (how-to) :ref:`Drag and Drop` (reference) diff --git a/source/educators/concepts/exercise_tools/external_graders.rst b/source/educators/concepts/exercise_tools/external_graders.rst index 3bfee3f7..3e6d6bec 100644 --- a/source/educators/concepts/exercise_tools/external_graders.rst +++ b/source/educators/concepts/exercise_tools/external_graders.rst @@ -1,8 +1,7 @@ .. _External Grader: -########################### External Grader -########################### +############### .. tags:: educator, concept @@ -22,9 +21,8 @@ For more information, see the following sections. .. _External Grader Workflow: -************************** External Grader Workflow -************************** +************************ XQueue uses the following workflow for external grader problems. @@ -38,14 +36,13 @@ XQueue uses the following workflow for external grader problems. #. The XQueue delivers the results to the LMS. #. In the LMS, the learner sees the problem results and the grade. -For the code for the XQueue interface, see the ``urls.py`` file in the `edX -XQueue repository`_. +For the code for the XQueue interface, see the ``urls.py`` file in the `Open +edX XQueue repository`_. .. _External Grader Example: -*************************** External Grader Example -*************************** +*********************** An external grader is particularly useful for software programming courses where learners are asked to submit complex code. The grader can run tests that @@ -61,15 +58,12 @@ full output**. A message can be useful when the learner's solution is not correct and you want to return information about the failed tests, as in the following example. - .. image:: /_images/educator_concepts/external-grader.png :alt: A learner's view of a programming problem that uses an external grader, with an incorrect result. - .. _External Grader Requirements: -============================ External Grader Requirements ============================ diff --git a/source/links.txt b/source/links.txt index de94f6e2..ca541adf 100644 --- a/source/links.txt +++ b/source/links.txt @@ -616,7 +616,7 @@ .. _XQueue: https://github.com/openedx/xqueue -.. _edX XQueue repository: https://github.com/openedx/xqueue/blob/master/queue +.. _Open edX XQueue repository: https://github.com/openedx/xqueue/tree/master/xqueue .. _GnuPG website: https://www.gnupg.org