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Author Archives: Sally Jordan
Do we know what we mean by ‘quality’ in e-assessment?
This was the topic of my roundtable at the Earli/Northumbria Assessment Conference and I am very grateful to the 10 people who attended one of the two wonderful discussions we had on the topic. The obvious answer is that, no, … Continue reading
Is less more? The Goldilocks of assessment
After my tirade in one of the EARLI/Northumbria Assessment Conference sessions about the true meaning of ‘feedback’ (see the second posting in this Blog, 30th July 2010) here I go again, doing exactly what I mutter at other people for doing. Just … Continue reading
Posted in feedback
Tagged EARLI/Northumbria, feedback, National Student Survey, Peter Rawlins
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Continuous or terminal assessment?
I’m a bit slow on the uptake. I’ve now moved on from the EARLI/Northumbria Assessment Conference in Northumberland to ALT-C 2010 in Nottingham, with a day of walking, a day of writing and a day of interviewing in between. Before my thinking gets … Continue reading
Posted in summative assessment
Tagged continuous, EARLI/Northumbria, Royce Sadler, summative, terminal, thresholded
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Assessing achievement, not ‘being alive’
I’m at the EARLI/Northumbria Assessment Conference at the Slaley Hall Hotel in Northumberland (UK). Yesterday Royce Sadler got the conference off to a fine start with a challenging Keynote ‘Close-range assessment practices with high yield prospects’. ‘Close-range’ refers to things … Continue reading
Posted in summative assessment
Tagged achievement, EARLI/Northumbria, plagiarism, Royce Sadler, summative, word-length
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Partial credit for correct at second or third attempt
One of the features of OpenMark, the OU’s e-assessment system, is the fact that students are allowed several (usually three) attempts at each question, and receive hints which increase in detail after each unsuccessful attempt. This is the case even … Continue reading
Overall impact of different variants of questions
You may be relieved to hear that this will be my final posting (at least for a while) on our use of different variants of interactive computer-marked assignment (iCMA) questions. We know that, whilst the different variants of many questions are … Continue reading
Posted in statistics, variants
Tagged CAA Conference, iCMAs, John Dermo, statistics, variants
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So are the variants of equivalent difficulty?
One glance at the figure from the previous post (reproduced to the right) makes it clear that whilst the variants of the question shown at the top are equivalent, those for the lower question are not. Reasons why variants may be … Continue reading
Investigating whether variants of a question are of equivalent difficulty
We have devised a range of tools to determine whether or not the variants of a question are of equivalent difficulty.