Category Archives: student engagement

Hello again…and take care

Posted on May 29, 2014 by Sally Jordan

Apologies for my lack of activity on this site in the past couple of months; paradoxically this is because I have been so busy with assessment work. So expect various thoughts in the next couple of months, as I write … Continue reading →

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Why learning analytics have to be clever

Posted on March 28, 2014 by Sally Jordan

  I am surprised that I haven’t posted the figure below previously, but I don’t think I have. It shows the number of independent users (dark blue) and usages (light blue) on a question by question basis. So the light … Continue reading →

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Same assignment, different students 3

Posted on May 17, 2013 by Sally Jordan

You’ll be getting the idea… The figures below show, for each question, the number of students who got it right at first attempt (yellow), second attempt (green), third attempt (blue), or not at all (maroon). So the total height of each bar … Continue reading →

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Same assignment, different students 2

Posted on May 16, 2013 by Sally Jordan

Following on from my previous post, take a look at the two figures below. They show how students’ overall score on an iCMA varied with the date they submitted. These figures are for the same two assignments as in the … Continue reading →

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Same assignment, different students

Posted on May 12, 2013 by Sally Jordan

I’ve written quite a lot previously about what you can learn about student misunderstandings and student engagement by looking at their use of computer-marked assiggnments. See my posts under ‘question analysis’ and ‘student engagement’. Recently, I had cause to take … Continue reading →

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Science started here

Posted on August 20, 2012 by Sally Jordan

Sadly, the final presentation of S154 Science starts here has now ended. It was a 10-credit module so didn’t fit well with the 30-credit study intensity that is necessary for English students to get funding. But it was a lovely little … Continue reading →

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More about guessing and blank/repeated responses

Posted on February 7, 2012 by Sally Jordan

Depressingly, this post reports a similar finding to the last one. For the  question shown (which is one of a series of linked questions on the Maths for Science  formative-only practice assessment), 62% of students are right at the first attempt … Continue reading →

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Use of capital letters and full stops

Posted on November 30, 2011 by Sally Jordan

For the paper described in the previous post, I ended up deleting a section which described an investigation into whether student use of capital letters and full stops could be used as a proxy  for writing in sentences and paragraphs. We … Continue reading →

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Student engagement with assessment and feedback: some lessons from short-answer free-text e-assessment questions

Posted on November 30, 2011 by Sally Jordan

Sorry for my long absence from this blog. Those of you who work in or are close to UK Higher Education will probably realise why – changes in the funding of higher education in England mean that the Open University … Continue reading →

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iCMA statistics

Posted on April 19, 2011 by Sally Jordan

This work was originally reported on the website of  COLMSCT (the Centre for the Open Learning of Mathematics, Science, Computing and Mathematics) – and other work was reported on the piCETL (the Physics Innovations Centre for Excellence in Teaching and … Continue reading →

Posted in e-assessment, statistics, student engagement | Tagged , , | 1 Comment