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TAO Portal Quickstart Guide
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Rostering in TAO Portal
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Creating assessment materials in TAO
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Creating assessments for delivery in TAO
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Proctoring in TAO Portal
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Viewing results in TAO Portal
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How Does Scoring Work in TAO?
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Writing Your Own Scoring Rules for Your Assessments: An Example
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TAO Portal Terminology
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TAO Quickstart Guide
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Making the Most of the Asset Manager
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Working With Metadata in TAO
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Configuring Interactions: What Possibilities do You Have?
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Randomization in Items and Tests
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All You Need to Know About Test-Takers
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All About Deliveries
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Setting up LTI
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Proctoring Assessments in TAO
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Interpreting Results Tables in TAO
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Using the Advanced Search
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Best Practices for Working with Multiple Users in a Small-scale Authoring Scenario Part 1: Set-up
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Best Practices for Working with Multiple Users in a Small-scale Authoring Scenario Part 2: Workflow
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Optimizing Pictures
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All About Extensions
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Stylesheets in Assessment Items
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TAO for RTL Languages
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TAO Terminology Explained Part 1: TAO Architecture
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TAO Terminology Explained Part 2: Creating and Delivering Assessments
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TAO Terminology Explained Part 3: Scoring Assessments
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Test-taker and Accessibility tools
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How does scoring work in TAO? (II)
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Video demos
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Video tutorials: Creating interactions
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Thinking About Test Questions (and Choosing Interactions) According to Task Type
Summary of set-up and workflow
We have now described a full small-scale authoring scenario.
In it, a small team of users, including Gwen, Ian, Iris and Tessa, have been given roles and permissions corresponding to what they need to do in TAO. Each of the authors has an area they can work in which is particular to them, and they do backups every day of their work by exporting it. Ian and Iris can maintain the items under construction (and Tessa her tests) without worrying about somebody else accidently deleting them (for example), but they can also collaborate on the construction of certain items if they need to.
Tessa has access to the final versions of the items and can assemble tests using them. She can also test-run the tests using whichever method of the three available the team decides is best for them.
Gwen can then send the finished tests to the national exam board (who will, for example, oversee the test centers where the tests are to be delivered to students).
You may find it useful to refer to the flowchart depicting the workflow of such a scenario (given in the first chapter of this part of the course) when planning your team's work.
Please remember that these are recommendations and not firm guidelines. Establishing the optimal workflow for your team will no doubt involve some trial and error, and it's probably a good idea to start by sitting down with the whole team to work out the best approach for your particular situation.