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Picture 1. Grading settings

Tips for workshop activity:

The grade of a workshop activity consists of two parts: points for the submitted assignment and points for the assessment, which by default are 80/20 points. These can be changed, e.g., to 5 points for both the assignment and the assessment, or to 5 points for the assignment and 1 point for the assessment. The grade to pass is useful only if activity completion is in use in the course.
If the student assesses two assignments or less, the workshop activity doesn’t use its calculation mechanism in the grading at all (if all criteria have equal weight, e.g. 1, or all criteria in the rubric are on the same scale). “If there are just two assessments per submission, the workshop cannot decide which of them is 'correct'. Imagine you have two reviewers — Alice and Bob. They both assess Cindy's submission. Alice says it is rubbish and Bob says it is excellent. There is no way of deciding who is right. So the workshop simply says — OK, you are both right and I will give you both a grade of 100% for this assessment.”

Four kinds of grading strategies:

1.    Accumulative (default)

  • students give points and comment on each other's work
  • the grade of the submission depends on the marks of the other students
  • the grade of assessment depends on the marks of the other students.


Picture 4: An example where the scale is 10 points for the assignment and 10 for assessment, and students assess two assignments. Moodle calculates the mean for the assignment points and gives full points for the assessments if the student has assessed submissions. 


  • students get full points for the assignment if they just submit their paper
  • students get full points for assessment if they assess at least one submission
  • TIP: This grading strategy is useable in repetitive workflows when the submissions are only commented by reviewers to provide feedback to the authors. Close the workshop so that students can see the feedback they receive, and then switch back to the submission phase so that they can resubmit the assignment. The grading strategy can then be changed, e.g., to accumulative strategy.


Picture 5. An example where the comments strategy is closed and students can see the points given.

3.    Number of errors

  • students mark if each criterion is passed or failed (options in the criteria can be changed, e.g. to good/poor or yes/no)
  • student can add comments to each criterion
  • students get full points for the assignment if they just submit it
  • the grade of the assessment depends on the marks of other students


Picture 8. An example where Kolme Testi-opiskelija has not submitted an assignment, but did the assessments. You can choose whether students can assess without having submitted anything.

4.    Rubric

  • rubric layouts are in a list or grid form
  • students use a rubric to assess
  • the assignment grade depends on the marks of other students
  • students get full points for the assessment if they assess less than two students and the weights of all criteria in rubric are equal


Picture 12: A list form and a grid form for the rubric.

More instructions:

The Workshop activity in, including a video, on how to use workshop: