Author Archives: Sally Jordan

The importance of neutral results

This is the third posting in this morning’s trilogy about research methods, and this one was prompted by an article in this month’s issue of Physics World : Ball, P. (May 2016), No result, no problem? Physics World, 29(5), 38-41. … Continue reading

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The unscientific method

The title of this post is copied from another New Scientist article, this time by Sonia van Gilder Cooke, and published in Issue number 3069 (16th April 2016) on pages 39-41. The article starts “Listening to When I’m Sixty-Four by The Beatles … Continue reading

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Simpson’s paradox

Back in November, I posted about the fact that I was going to be more bullish about the fact that I am a physicist but that I do educational research. As I try to build my confidence to say some … Continue reading

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Do we need assessment at all?

I’m surprised I haven’t posted on this before, but it looks as if I haven’t, and I am reminded to do so now by another New Scientist piece, this time from back in January: Rutkin, A. (2nd Jan 2016) Robotutor … Continue reading

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Positive discrimination?

This isn’t really about assessment, or perhaps it is. First of all, some background. Because of a change in the dates used to establish school years where I lived when I was  small, I missed a year at primary school. … Continue reading

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Feedback from a computer

Back in Feb 2011 – gosh that’s five years ago – I was blogging about some contradictory results on how people respond to feedback from a computer. The “computers as social actors” hypothesis contends that people react to feedback from … Continue reading

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Tails wagging dogs

Earlier in the week I gave a workshop at another University. I’m not going to say where I was, because it might sound as if I’m cricitising their practice. Actually I’m not crititising them particularly, and indeed the honest, reflective … Continue reading

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What do I really think about learning analytics?

There have been two very good webinars on learning analytics recently in the Transforming Assessment series. On 9th Sept 2015, Cath Ellis from the University of New South Wales and Rachel Forsyth from Manchester Metropolitan University spoke on “What can … Continue reading

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Can multiple-choice questions be used to give useful feedback?

I was asked the answer to this question recently, and I thought it was worth a blog post. My simple answer to the question in the title, I’m afraid to say, is “no”. Perhaps that’s a bit unfair, but I … Continue reading

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Researching engagement with assessment, as a physicist

I have not posted as much as I might have wished recently, and when I have, I’ve tended to start with a grovelling apologies on the grounds of lack of time because of my head of department duties. I sometimes … Continue reading

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