Donald Clark is a reliably controversial blogger but a post last month took the biscuit. Based on some recently-published research that cast doubt on the claims of “brain training” software to produce learning that will generalise to other contexts, he concludes that “Gamification does NOT work!” in education. This is like finding a broken-down rickshaw and concluding that Continue reading
In a previous post I covered the KUE model and bemoaned the infrequent application of U and E in multiple-choice questions. Assessing evaluative thinking in multiple choice may seem the hardest of the lot, because it’s the most abstracted form of learning. In fact, it’s relatively easy provided you are very clear about exactly what you are testing for with each question.
Continuing the cycling theme, I’d like you to imagine you are talking one-to-one with a student, and you want Continue reading
The original 1988 National Curriculum couched learning achievement in terms of knowledge, understanding and evaluation (KUE), a cut-down version of Bloom’s Taxonomy. This remains, in my view, by far the most practical version for the working educator.
The easiest way to set up an assessment is via multiple-choice questions. Building the technology to serve and mark multiple choice tests is easy; most VLEs support it and there are plenty of Continue reading
