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Author Archives: Sally Jordan
Writing different variants of iCMA questions
So how can you make different variants of interactive computer-marked assignment questions? Here are some strategies we’ve used: Use different numbers (so ‘Evaluate 3 + 7’ becomes’Evaluate ‘4 + 5’); Use different letters (so ‘Rearrange a=bc to make b the … Continue reading
Using different variants of iCMA questions
At the Open University we use different variants of our iCMA questions. So, to take a very simple example, when one student receives the question ‘Evaluate 3 + 7’, another might receive the question ‘Evaluate ‘4 + 5’. In summative … Continue reading
Adjectives of assessment
Writing about the various terms used to describe e-assessment made me realise just how littered with adjectives the whole area of assessment is. We have formative, summative, thresholded and diagnostic assessment. We have peer assessment and self assessment, and when you’re assessing … Continue reading
Posted in terminology
Tagged authentic, catalytic, convergent, diagnostic, divergent, formative, qualitative, quantitative, summative, sustainable, terminology, thresholded
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CAA or CAA?
We use ‘e-assessment’ to mean different things, but we also use a variety of terms to describe e-assessment! We have CAA (computer-aided assessment), or is it CAA (computer-assisted assessment); CMA (computer-marked assessment), or is it CMA (computer-mediated assessment).
Posted in e-assessment, terminology
Tagged CAA, e-assessment, iCMAs, online assessment, terminology
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What is e-assessment?
Again, I feel I ought to define my terms before going any further. The broadest definition of e-assessment encompasses the use of computers for any assessment-related activity, thus it might include the electronic submission of tutor-marked assignments, the marking of … Continue reading
What is formative e-assessment and when does it happen?
I’ve just read a paper by Pachler et al (Computers & Education 54 (2010) pp715-721) which describes aspects of the JISC-funded project ‘Scoping a vision of formative e-assessment’. The paper starts by considering different perspectives on the ‘nature and value of formative … Continue reading
Assessment or learning?
Before I get side-tracked down any more avenues related to assessment, I feel I should say a bit more about my choice of title for this blog. My first idea for a title was (e)assessment (f)or learning (with the bracketed ‘e’ indicating … Continue reading
More on feedback
Chris’s interesting post ‘Feedback on students’ assignments’ on Mikris’s Blog has made me think some more. Is this ‘what do we mean by feedback’ stuff more than semantics?
When do people engage with diagnostic quizzes?
What follows is an example of a very simple investigation into student engagement with e-assessment.
Posted in diagnostic assessment, student engagement
Tagged diagnostic quizzes, student engagement
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Feedback in assessment and science
Assessment experts get terribly excited about the effectiveness, or otherwise, of feedback. We like to think that our ideas in this area are new, but they’re not. This afternoon I was re-reading the paper by Arkalgud Ramaprasad (first published in … Continue reading