Category Archives: e-assessment

Repeated and blank responses

Posted on March 30, 2011 by Sally Jordan

The figure shown on the left requires a bit of explaining. The three columns represent student responses at 1st, 2nd and 3rd attempt to a short-answer free-text question in formative use. Green represents correct responses; red/orange/yellow respresent incorrect responses. The reason I’ve used different … Continue reading →

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More on feedback

Posted on March 16, 2011 by Sally Jordan

Picking up on Silvester’s comment on my previous post…I think it is really important that we stop and think before saying that a student answer to an e-assessment question is wrong because some detail of it is wrong. As with … Continue reading →

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Thank you Google translate

Posted on March 11, 2011 by Sally Jordan

As you’ve probably guessed, I’m English, and aside of a pitifully small amount of French, I am ashamed to admit that  I don’t speak any other languages. Therefore I think Google translate is wonderful, especially since it enables me to … Continue reading →

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Units : little things that make a difference

Posted on March 10, 2011 by Sally Jordan

If we start from the premise that we want assessment to encourage and support learning, then one measure of the assessment’s effectiveness is better performance on later summative tasks. Mundeep Gill and Martin Greenhow (Gill, M. and Greenhow, M. (2008) … Continue reading →

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Peerwise

Posted on February 19, 2011 by Sally Jordan

Also at the ‘More effective assessment and feedback’ meeting on Wednesday, Simon Bates spoke about the use of ‘Peerwise’ at the University of Edinburgh. Peerwise (see http://peerwise.cs.auckland.ac.nz/) enables students to write their own assessment questions, and to share and discus … Continue reading →

Posted in e-assessment, peer assessment, Peerwise | 1 Comment

Computers as social actors

Posted on February 12, 2011 by Sally Jordan

Some of the findings I’ve been blogging about recently (and some still to come) are contradictory. On the one hand students seem to be very aware that their answers have been marked by a computer not a human-marker, but in … Continue reading →

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Trying our questions

Posted on December 2, 2010 by Sally Jordan

With apologies, I thought I had put links on this blog to some Open University eAssessment questions, but this was not the case. I’ll add these links to the ‘E-assessment at the Open University’ link (right-hand side of blog) in … Continue reading →

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How students react to feedback from a computer

Posted on November 28, 2010 by Sally Jordan

Returning to Lipnevich and Smith’s interesting work (Lipnevich, A.A. & Smith, J.K. (2009) “I really need feedback to learn:” students’ perspectives of the differential feedback messages, Educational Assessment Evaluation & Accountability, 21, 347-367). And for the benefit of those who attended the session … Continue reading →

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Writing good interactive computer-marked assessment questions

Posted on October 21, 2010 by Sally Jordan

I run a lot of workshops trying to help colleagues to write good e-assessment questions. There are usually lots of brilliant ideas in the workshop, but somehow we end up slipping back into using lots of multiple choice questions because … Continue reading →

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Good posters at ALT-C

Posted on September 8, 2010 by Sally Jordan

I was bowled over by two posters at ALT-C: Matt Haigh’s ‘Changing the way we see test-items in a computer-based environment: screen design and question difficulty’ (session 096)and Silvester Draaijer’s ‘Design of a question design support tool’ (session 148). Both … Continue reading →

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