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Tim Hunt added a comment - 19/Nov/08 02:57 PM
The convention I am using is: for sub-tasks, severity = minor means we can deal with this after the patch is committed. severity = major means we need to fix this first.
Yay! review finished.
My plan is to go home now and rest my aching head (that is only partly the fault of reviewing code all day, it is mostly that I have tooth ache ;-) ). Then tomorrow morning, I will play with (test) the interface a bit more, and then commit it, unless I find any last-minute show-stoppers. Olli, I think you should now go to http://moodle.org/mod/cvsadmin/view.php?cid=1 and request access to the folders listed in Thank you, Tim!
I will refrain from making changes to the code for now, then to make sure I won't have to do them twice. I do not have access to IE7 at the time. If need be, I probably could find a friend with whose computer I can test if the IE6 CSS needs to be used for IE7, too. Tim,
Though this is by no means crucial, I would have appreciated discussion about the changes to editconcepts.html beforehand. Mostly the changes are o.k, but: * The text is now longer by about one fourth. The idea of this text is to really keep it brief as possible, since the barrier to read such instructions is high anyway. Especially the two sentences you've added to the third paragraph, while basic information, are probably too much for someone who has not yet tried out the UI at all, and too obvious for someone who has. If you still want to keep them, I would suggest formatting them in the way demonstrated below, to still keep scannability of the text at least moderate. * Hard disc (->disk) may seem an obvious concept, but I would not expect teachers to know a computer peripheral - nor is it really relevant whether or not files are on hard disks or usb sticks or whatever. If you want to give context, I would replace this with the word "computer". * I find also the grading instructions in the first paragraph making things more long&complicated, and do not quite see what they add. Especially this is quite subjective, though. "When you create questions, they are stored in the question bank. In the question bank you can create categories, which are similar to folders on your hard disc. You can use them to create a hierarchy for organising your questions, for example, by topic. Even if you create and add a question directly into the quiz, it is automatically stored in the question bank too. * If you later remove your question from the quiz, will remain in the question bank, unless you also go and delete it from there. * As you construct your quiz, you can take any of the questions that are already in the question bank, and add them to your quiz." I thought about asking you before checking in my changes, because I was not sure about some of them. Then I just wanted to get it done, and you were (probably) asleep at the time. So I just checked in what I had done, because I knew we could easily make more changes later. However, I probably should have waited and checked with you first. Sorry.
So please do make more changes to the file as you think best. I agree with you that the shorter we can make this the better. But as the famous quote "I would have written a shorter letter, but I did not have the time." (http://en.wikiquote.org/wiki/Blaise_Pascal) implies, writing short text is very hard. We may have to change this several more times before we get it just right. (It might also be worth posting in the quiz forum, to get more people's comments.) Ok, no harm done.
I had only head this one before: In anything at all, perfection is finally attained not when there is no longer anything to add, but when there is no longer anything to take away. -Antoine de Saint-Exupéry Mainly I wanted to hear your reasons for adding the bits about grading, since they probably have to do with your better understanding about actual pedagogical vocabulary, but I can't be sure. Well, there was a bit about grades in your text, and it just felt a bit out of context. We explain questions and pages by saying that they are just like a traditional paper test, so I hoped we could explain having to set up scoring rules as being like preparing a mark-scheme. I would expect most UK teacher to understand the phrase mark-scheme, but I don't know if that phrase is used internationally. I agree that we could easily just delete the last sentence of that paragraph.
Olli, Just a thought, the message 'This random question is not in use, since its category is empty.
Add questions to the category F in the 'Question bank contents' tool ►' Is it a good idea to change this, so that "category F in the 'Question bank contents' tool ►" is a link, and when you click it, it reloads the page, switching the question bank to be visible (if it is previously hidden) and making it display the empty category? | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Improvement
Open
Major
Add Olli's new quiz editing UI to Moodle 2.0
Reopened
