Author Archives: Sally Jordan

Quote of the day – The Orangoutang score

Posted on March 10, 2013 by Sally Jordan

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)

Posted on March 8, 2013 by Sally Jordan

‘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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Quote of the day

Posted on February 27, 2013 by Sally Jordan

‘Assessment is not working, or at least it is not working as it should. In our attempt to generate forms of assessment capable of addressing all the purposes for whish we use assessment, we have produced a Frankenstein that preys … Continue reading →

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Quote of the day

Posted on February 25, 2013 by Sally Jordan

Reading through my notes on some of the many assessment papers I have read, I’m finding a few of those ‘sit up and take note’ quotes; things (sometimes very obvious) that other people somehow manage to say so much better … Continue reading →

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Selected response or constructed response?

Posted on February 23, 2013 by Sally Jordan

I have had an interesting debate with colleagues about whether questions in which you have to drag one or more markers to appropriate places on an image (see example below) are selected response or constructed response questions. I am of … Continue reading →

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The hidden curriculum

Posted on February 23, 2013 by Sally Jordan

This morning I’ve been reading an oldish paper (Sambell & McDowell, 1998) about work on the ‘hidden curriculum’, an even older phenomenon (Snyder, 1971).  The hidden curriculum can be thought of in terms of the distinction between ‘what is meant to happen’ … Continue reading →

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SIREJ

Posted on February 19, 2013 by Sally Jordan

I’ve been on the road even more than usual recently, dealing with a domestic crisis of a rather unusual nature (a tree through the roof of my elderly in-laws’ house down in Sussex). They’re OK, but assessment work is low priority … Continue reading →

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Automatic generation of assessment items

Posted on February 11, 2013 by Sally Jordan

Last week I participated in a fascinating Transforming Assessment webinar on ‘The semi-automatic generation of assessment items: objectives, challenges, and perspectives’ . The presenter was Muriel Foulonneau from the Henri Tudor Research Centre, Luxembourg, and I was left feeling very much an … Continue reading →

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Feedforward and dialogue

Posted on January 26, 2013 by Sally Jordan

Until this morning, I thought the term ‘feedforward’ was something that had been invented recently – indeed, I thought it had its origins around the time of the FAST (Formative Assessment in Science Teaching) Project and the now famous Gibbs … Continue reading →

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Diagnostic quizzes

Posted on January 25, 2013 by Sally Jordan

Following on from the discussion with Tim on my previous post, it occurs to me that our online quizzes that consistently attract the highest number of users are our diagnostic ‘Are you ready for?’ quizzes. Since it opened in April … Continue reading →

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