{"id":162,"date":"2010-09-08T08:13:32","date_gmt":"2010-09-08T08:13:32","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=162"},"modified":"2010-09-08T08:16:40","modified_gmt":"2010-09-08T08:16:40","slug":"why-dont-the-marks-go-up","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=162","title":{"rendered":"Why don&#8217;t the marks go up?"},"content":{"rendered":"<p>Given tha amount of work that we put into formative assessment, why don&#8217;t students do better in summative assessment?<\/p>\n<p>This was one of the recurring themes at the <a href=\"http:\/\/www.northumbria.ac.uk\/sd\/central\/ar\/academy\/cetl_afl\/earli2010\/themes\/?view=Standard\">EARLI\/Northumbria Assessment Conference<\/a>, first raised in Liz McDowell&#8217;s keynote. Liz wondered if the explanation might be that we\u00a0sometimes norm-reference our summative\u00a0assessment, even when we claim we don&#8217;t do this.<\/p>\n<p>Sue Bloxham (in discussion after Liz&#8217;s paper) and Gordon Stobart (in the final keynote of the Conference) saw the problem as a lack of alignment between formative and summative assessment.<\/p>\n<p>If our formative interventions are not having\u00a0any obvious\u00a0impact, we certainly ought to be investigating this further.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Given tha amount of work that we put into formative assessment, why don&#8217;t students do better in summative assessment? This was one of the recurring themes at the EARLI\/Northumbria Assessment Conference, first raised in Liz McDowell&#8217;s keynote. Liz wondered if &hellip; <a href=\"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=162\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,36],"tags":[42,11,47,46,20],"class_list":["post-162","post","type-post","status-publish","format-standard","hentry","category-formative-assessment","category-summative-assessment","tag-earlinorthumbria","tag-formative","tag-gordon-stobart","tag-liz-mcdowell","tag-summative"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=162"}],"version-history":[{"count":2,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/162\/revisions"}],"predecessor-version":[{"id":165,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/162\/revisions\/165"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=162"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=162"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}