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Monthly Archives: August 2011
Open-ended and multiple-choice versions of the same test
I’ve just read an excellent paper. It’s rather old, so old indeed that I might have been one of the ‘first year secondary school pupils’ involved in the evaluation! (though I don’t think that I was). The full reference is: Bishop, … Continue reading
The testing effect
This will be my final post that picks up a theme from CAA 2011 , but the potential implications of this one are massive. For the past few weeks I have been trying to get my head around the significance of the ideas I was … Continue reading
Posted in conferences, testing effect
Tagged CAA 2011, CAA Conference, John Kleeman, Roddy Roediger, testing effect
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Are we assessing what we think we are?
In the past week (when I should have been working at Open University summer school, but got sent home ill) I haven’t felt up to doing a great deal, but I have managed quite a lot of reading. I’ve also … Continue reading
Poor quality assessment – inescapable and memorable
David Boud famously said ‘Students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition if they want to graduate) escape the effects of poor assessment.’ Boud, D. (1995) Assessment and learning: contradictory or complementary? In … Continue reading
Posted in quality
Tagged assessment design, David Boud, Physics World, poor quality, quality
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It’s just not cricket
First of all, for the benefit of those who are not native speakers of English, I ought to explain the meaning of the phrase ‘It’s just not cricket’. The game of cricket carries connotations of being something that is played … Continue reading
Does a picture paint a thousand words?
One of the things that Matt Haigh looked at when considering the impact of item format (see previous post) was whether the presence of a picture made the question easier or harder. He started with a very simple multiple choice item: Which … Continue reading
Posted in item format, picture, question difficulty
Tagged Item format, Matt Haigh, pictures, question difficulty
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The impact of item format
One of the things I’ve found time and time again in my investigations into student engagement with e-assessment is that little things can make a difference. Therefore the research done by Matt Haigh of Cambridge Assessment into the impact of question … Continue reading
Posted in conferences, item format, question difficulty
Tagged CAA 2011, CAA Conference, Cambridge Assessment, Item format, Matt Haigh, question difficulty
1 Comment
Automatically generated questions
In describing a presentation by Margit Hofler of the Institute for Information Systems and Computer Media at Graz University of Technology, Austria, the CAA 2011 Conference Chair Denise Whitelock used the words ‘holy grail’ and this is certainly interesting and cutting-edge stuff. … Continue reading