-
Archives
- December 2019
- July 2018
- October 2017
- August 2017
- July 2017
- November 2016
- September 2016
- May 2016
- February 2016
- January 2016
- November 2015
- October 2015
- July 2015
- June 2015
- March 2015
- January 2015
- December 2014
- November 2014
- October 2014
- September 2014
- August 2014
- May 2014
- March 2014
- February 2014
- January 2014
- December 2013
- November 2013
- October 2013
- August 2013
- July 2013
- June 2013
- May 2013
- April 2013
- March 2013
- February 2013
- January 2013
- December 2012
- November 2012
- October 2012
- September 2012
- August 2012
- July 2012
- May 2012
- April 2012
- March 2012
- February 2012
- January 2012
- December 2011
- November 2011
- October 2011
- September 2011
- August 2011
- July 2011
- June 2011
- May 2011
- April 2011
- March 2011
- February 2011
- January 2011
- December 2010
- November 2010
- October 2010
- September 2010
- August 2010
- July 2010
-
Meta
Category Archives: feedback
Why assessment isn’t really like central heating
Back in the early days of this blog, I muttered about our misunderstanding of the word ‘feedback’ in the context of assessment and gave examples of positive and negative feedback from everday life. I talked about the thermostat on a central heating system as an … Continue reading
Not all feedback interactions are helpful
I’ve just finished reading Kluger & DeNisi’s meta-analysis of the impact of feedback interventions on performance. (Kluger, A.N. & DeNisi, A. (1996) The effects of feedback interventions on performance : a historical review, a meta-analysis, and preliminary feedback intervention theory, … Continue reading
Summative assessment is not the same as giving marks
The title of this post may sound contradictory. If we give students marks, the assessment is summative. Right? Not necessarily. It is perfectly possible to tell students their ‘mark’ for an assignment but for that mark not to count towards … Continue reading
How students react to feedback from a computer
Returning to Lipnevich and Smith’s interesting work (Lipnevich, A.A. & Smith, J.K. (2009) “I really need feedback to learn:” students’ perspectives of the differential feedback messages, Educational Assessment Evaluation & Accountability, 21, 347-367). And for the benefit of those who attended the session … Continue reading
Feedback, feedforward or feedaround?
This is another of those ideas that others probably thought of years ago, but I’ve been a bit slow on the uptake. In summary, findings about the effectiveness or otherwise of feedback probably depend on what the feedback is meant … Continue reading
Flattery or feedback?
Reading this week’s New Scientist (23rd October 2010) on the train on my way to the Centre for Distance Education Conference in London yesterday, I found an interesting opinion piece from Clifford Nass ‘More than just a computer…’ The article … 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
Leave a comment
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
2 Comments
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
Leave a comment
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?