Monthly Archives: March 2013

Flagging questions as ‘unsound’

I was talking at the eSTEeM Conference last week about the fact that, whilst our interactive computer-marked assessment (iCMA) questions are generally well liked by our students, occasional questions can cause problems (usually because we are not giving sufficiently targeted … Continue reading

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Quote of the day

If learning that lasts is active and independent, integrative and experiential, assessment must judge performance in contexts related to life roles. If learning that lasts is self-aware, reflective, self assessed and self-regarding, assessment must include explicitness of expected outcomes, public … Continue reading

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Quote of the day

‘When the cook tastes the soup it is formative evaluation; when the dinner guest tastes the soup it is summative evaluation’ Harvey, J. (1998) Evaluation cookbook. Edinburgh: Learning Technology Dissemination Initiative. http://www.icbl.hw.ac.uk/ltdi/cookbook/ pg 7. Note: this is about formative and summative … Continue reading

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Quotes of the day

‘We are just beginning to have a small idea of the real extent of the possibilities for online assessment.’ Howell, S. C. and Hricko, M. (eds) (2006) Online assessment and measurement: case studies from higher education, K-12 and corporate. Information … Continue reading

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Three quotes on the links between assessment and learning

‘Assessment is the ‘tail that wags the dog’…’ Dysthe, O. (2008) The challenges of assessment in a new learning culture. In Havnes, A. and McDowell, L. (eds).  Balancing dilemmas in assessment and learning in contemporary education. Routledge/Taylor and Francis. pp15-28. … Continue reading

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Quote of the day – The Orangoutang score

I was looking for something lighter for a Sunday afternoon and came across this. I haven’t read the original paper, just a reference to it, but I reckon that ‘Orangoutang score’ is more fun than ‘random guess score’. ‘The Orangoutang score is … Continue reading

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Quote of the day – assessment anxiety (even for formative assessment)

‘The formative assessment for Anne was not a supportive step toward summative assessment, but a significant hurdle in its own right; a moment of judgement of her aptitude for higher education and her identity. Therefore, for Anne, the formative process … Continue reading

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