-
Archives
- December 2019
- July 2018
- October 2017
- August 2017
- July 2017
- November 2016
- September 2016
- May 2016
- February 2016
- January 2016
- November 2015
- October 2015
- July 2015
- June 2015
- March 2015
- January 2015
- December 2014
- November 2014
- October 2014
- September 2014
- August 2014
- May 2014
- March 2014
- February 2014
- January 2014
- December 2013
- November 2013
- October 2013
- August 2013
- July 2013
- June 2013
- May 2013
- April 2013
- March 2013
- February 2013
- January 2013
- December 2012
- November 2012
- October 2012
- September 2012
- August 2012
- July 2012
- May 2012
- April 2012
- March 2012
- February 2012
- January 2012
- December 2011
- November 2011
- October 2011
- September 2011
- August 2011
- July 2011
- June 2011
- May 2011
- April 2011
- March 2011
- February 2011
- January 2011
- December 2010
- November 2010
- October 2010
- September 2010
- August 2010
- July 2010
-
Meta
Category Archives: question analysis
Problems with fractions
I’ve been aware for some time that Open University science students have problems with fractions (and many things that express themselves as difficulties in other areas e.g. working out units, simplifying algebraic expressions, have their origins in poor understanding of the … Continue reading
The significance of rounding and significant figures
I now find myself chairing the production of two new Open University modules, so writing course materials ought to take priority over writing this blog. That’s a pity, because there’s so much assessment-related that I want to reflect on. As a compromise, I’ve … Continue reading
to two significant figures
I know I keep banging on about the importance of monitoring your questions when they are ‘out there’, being used by students. If what follows appears to be a bit of a trick (and in a sense it is), it’s a trick with … Continue reading
Can formative-only assignments tell you about student misunderstandings?
When I was doing the original analysis of student responses to Maths for Science assessment questions, I concentrated on questions that had been used summatively and also on questions that required students to input an answer rather than selecting a … Continue reading
More about units
OpenMark e-assessment questions were used for the first time in a little 10-credit module called Maths for Science that has been running since 2002. I did some analysis years ago into the mistakes that students make, but I’m about to … Continue reading