-
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
Monthly Archives: May 2012
Self-assessment. Discuss!
Whether or not you’re coming to our seminar ‘Self-assessment: stratgies and software to stimuate learning’ on 11th June, there are lots of things worthy of discussion. Many of the speakers have provided links that you might like to look at: … Continue reading
Exam marking errors
I’m pleased to hear that OCR have apologised for errors in adding up marks for GCSE and A-level papers last year. It doesn’t seem right that the whistleblower remains suspended, but I don’t know the details so perhaps I shouldn’t … Continue reading
Is education lighting a fire or filling a bucket?
I have a huge amount of work to do, yet this afternoon I have found myself enthralled in a number of coincidental conversations about the role of ‘incentives’ in getting students to engage with assessment, or dare I say, with learning. … Continue reading
Formative thresholded assessment
Building on work that others have done, in particular my colleagues Joy Manners and John Bolton in the OU Department of Physical Sciences, we are encouraging a move across the Science Faculty to what we are calling ‘formative thresholded assessment’.