Author Archives: Sally Jordan

Emotional reactions to feedback

Posted on July 8, 2013 by Sally Jordan

This will probably be my final post relating to the Assessment in Higher Education Conference and it relates to an excellent presentation I went to entitled ‘Feedback without Tears: students’ emotional responses’. The presentation was given by Mike McCormack from … Continue reading →

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Assessment literacy

Posted on July 8, 2013 by Sally Jordan

I said I’d post on two topics from the Assessment in Higher Education Conference. This is actually another one (my ‘second’ topic will follow), but noticing (a) Tim Hunt’s excellent summary of some of the things I wanted to say … Continue reading →

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When the numbers don’t add up

Posted on July 7, 2013 by Sally Jordan

I am in a (very brief) lull between the Assessment in Higher Education Conference, CAA 2013, masses of work in my ‘day job’ and a determination to both carry on writing papers and to get some time off for walking … Continue reading →

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How good is good enough?

Posted on June 7, 2013 by Sally Jordan

Listening to the radio this morning, my attention was drawn to a new medical test with an accuracy of ‘more than 99%’. I was left thinking ‘well, is that good enough?’ and then ‘so is a marking accuracy of 99% … Continue reading →

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Transforming Assessment webinar

Posted on June 6, 2013 by Sally Jordan

I gave a webinar yesterday in the ‘Transforming Assessment’ series, on “Short-answer e-assessment questions: six years on”. The participants were lovely and I was especially pleased that there were lots of people I didn’t know. There is a recording at http://bit.ly/TA5J2013 if you’ve … Continue reading →

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Same assignment, different students 3

Posted on May 17, 2013 by Sally Jordan

You’ll be getting the idea… The figures below show, for each question, the number of students who got it right at first attempt (yellow), second attempt (green), third attempt (blue), or not at all (maroon). So the total height of each bar … Continue reading →

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Quote of the day

Posted on May 17, 2013 by Sally Jordan

This one comes from Carl Wieman who won the Nobel Prize for physics in 2001. I’ll start with a quote which gives the broader flavour of the paper: [pg10] [we should] ‘approach the teaching of science like a science. That … Continue reading →

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Same assignment, different students 2

Posted on May 16, 2013 by Sally Jordan

Following on from my previous post, take a look at the two figures below. They show how students’ overall score on an iCMA varied with the date they submitted. These figures are for the same two assignments as in the … Continue reading →

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Same assignment, different students

Posted on May 12, 2013 by Sally Jordan

I’ve written quite a lot previously about what you can learn about student misunderstandings and student engagement by looking at their use of computer-marked assiggnments. See my posts under ‘question analysis’ and ‘student engagement’. Recently, I had cause to take … Continue reading →

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