A workshop is a tool which allows students the ability to make qualitative peer assessments of each other’s work based on the criteria which you set. This is more than just a question of assigning a value to their peers work, but also shows you how your students respond to others views and their ability to provide constructive feedback.

The students task is to submit their work and then assess the work of other students.

Grading for Workshops includes the following phases:

1.Setup phase. Intended for the teacher. You can set the workshop description and provide instructions for submission here. You can also set the date from which students will be able to start submitting their work. You can set the allocation of peer assessments and the assessment instructions.

2.Submission phase. Students submit their work. They are not yet able to assess others work.

3.Assessment phase. Students receive the work of other students to review according to your previously-defined criteria.

4.Grading evaluation phase. Time during which you assess reviews made by students in the previous phase.

5.Closed. End of all activity.

There are a variety of ways that workshops can be tailored to your needs. For example, you may choose between anonymous or non-anonymous modes of peer evaluation, and whether the allocation of peer reviewers will be random or set by you in advance.

When completed, two grades are entered in the student’s gradebook:
  • a grade for the task itself
  • grade for the quality of the student’s peer assessment
General settings

Workshop name

The workshop name is the only field required at the beginning. This is the standard activity name that appears on the main page of the course.


The description appears when a student enters the workshop during the first stage (Setup phase), during which the student is not yet allowed to submit work. The description allows your students to familiarise themselves with basic information on the subject of the workshop, the dates of the stages, and any comments regarding, for example, the conditions for passing the workshop.

This description can also be made available on the main course page. To do this, select the Display description on course page option. It should be remembered that after going to the next phases, the description inside the workshop will disappear and will be replaced by further instructions assigned to the given phase. Turning on the above option will make the description available to the student on the main page of the course at all times.

Grading settings

Grading strategy

The main goal of the workshop is to involve students in the process of assessing the work of others. The assessment tool is a type of questionnaire with which the student provides feedback. The Grading strategy setting determines both the type of questionnaire according to which students will evaluate each other’s work as well as the related method of calculating and averaging grades.

Accumulative grading

In the case of accumulative grading, the student assessors receive a questionnaire with criteria according to which they should assess the work, assign each criterion a numerical grade, and, optionally, offer their feedback comments. The final grade is calculated on the basis of individual numerical marks, corrected for the weights which you have assigned to them.


If you choose the comments strategy, the numerical rating option will not be available on the assessment questionnaire. Students will be able to post only verbal feedback.

Number of Errors

The ‘number of errors’ questionnaire provides the student assessors with a list of statements regarding the standards against which the work should be compared. The evaluators indicate whether each condition is fulfilled or not (that is, whether the work contains the described error or not).


This setting allows you to define the criteria for evaluation, and define the levels of fulfilment of a given criterion. The system will generate a numerical grade based on the results.

Grade for submission

This is the maximum grade that can be issued by the teacher on a scale of 0-100. If categories are set in the gradebook, they can also be assigned in this setting.

Submission grade to pass

This is the minimum grade that will be counted as ‘passing’ by the system. This will affect all subsequent activities that require passing a given workshops, as well as appear in the gradebook as an activity that is not yet completed. By default, no minimum rating is set.

Grade for assessment

This defines the maximum grade a student can get for the quality of their assessment of other students’ work on a scale of 0-100.

Assessment grade to pass

This is the minimum grade that a student must receive for the quality of their assessment of other students’ work in order to pass.

Submission settings

The ‘submission settings’ section relates to students’ own work, which will then be sent for assessment by other students.

Instructions for submission

In this field, the teacher places information about the work to be written by each student. These works will be evaluated in the next stage.

Maximum number of submission attachments

In this place, the teacher defines how many attachments a student can add to their work.

Submission attachment allowed file types

You can choose here which files can be sent by the student as attachments (for example, you can force the system to accept only spreadsheet or graphic files). Leaving the field blank will result in all types of files being accepted.

Maximum submission attachment size

In this setting, you define the file size limit.

Late submissions

You can accept the fact that some of the papers will be returned after the deadline for the next phase (review phase). Work submitted after this date is automatically closed and the student cannot correct it.

Assessment settings

Assessment settings refer to the third stage of the workshop: the phase in which students have already submitted their work, and that has been sent to other students for review.

Instructions for assessment

You should enter your introductory instructions on how you would like the students to perform their peer review of the work of other students. Remember that in the review phase each student will also receive a „review form” which will contain detailed information on the assessment criteria.

Use self-assessment

This can be set to allow students to review their own work.


Overall feedback mode

In the „review questionnaire” you can add a text feedback field at the end. Completing this field by the evaluating student may be optional or mandatory.

Maximum number of overall feedback attachments

Students can add files to feedback. You can set their maximum quantity, type and size.


„Conclusion” is general information that appears to all students in the last phase of the workshop („Closed” phase).

Example submissions

Use examples

You can facilitate students’ participation in the workshop by providing sample works and enabling a sample review of such sample work. The student can thus become familiar with the entire process and the criteria by which they will be graded.

Mode of examples assessment

In this setting, you can require students to perform a sample review. You can also set that the requirement to do this review occurs either before students submit their own work in the submission phase, or after submitting their own work but before reviewing the work of other students (in the review phase).