Currently browsing: Items authored or edited by Sally Jordan https://orcid.org/0000-0003-0770-1443

Beuchert, Tobias; Cayless, Alan; Darbellay, Frédéric; Dawid, Richard; Gustafsson, Bengt; Jordan, Sally; Macnaghten, Philip; McLoughlin, Eilish; Rossel, Christophe; Russo, Pedro; van Dyck, Luc; Weiss, François and von Weizsäcker, Ulrich (2024). Science for society. In: Hidalgo, Carlos ed. EPS Grand Challenges: Physics for Society in the Horizon 2050. IOP Publishing, 8-1-8-90.

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Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: 13th eSTEeM Annual Conference, 10-11 Apr 2024, Milton Keynes, UK.

Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: Advance HE’s Teaching and Learning Conference 2024: Future-Focused Education: Innovation, Inclusion, and Impact, 2-4 Jul 2024, Nottingham Trent University, UK.

Butcher, Philip G. and Jordan, Sally E. (2010). A comparison of human and computer marking of short free-text student responses. Computers and Education, 55(2) pp. 489–499.

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Butcher, P. G.; Swithenby, S. J. and Jordan, S. E. (2009). eAssessment and the independent learner. In: M-2009: Proceedings of the 23rd ICDE World Conference on Open Learning and Distance Education including the 2009 EADTU Annual Conference, 7-10 Jun 2009, Maastricht, NL.

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Cayless, Alan and Jordan, Sally (2024). The challenges of physics education in the digital era. In: Hidalgo, Carlos ed. EPS Grand Challenges: Physics for Society in the Horizon 2050. Bristol: IOP Publishing, 8-10-8-14.

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Draaijer, Silvester; Jordan, Sally and Ogden, Helen (2018). Calculating the random guess scores of multiple-response and matching test items. In: Proceedings of the 2017 International Technology Enhanced Assessment Conference (TEA 2017), Communications in Computer and Information Science (CCIS) Series, Springer, pp. 210–222.

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Dawkins, Hillary; Hedgeland, Holly and Jordan, Sally (2017). Impact of scaffolding and question structure on the gender gap. Physical Review Physics Education Research, 13(2), article no. 020117.

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Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.

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Hedgeland, Holly; Dawkins, Hillary and Jordan, Sally (2018). Investigating Male Bias in Multiple Choice Questions: Contrasting Formative and Summative Settings. European Journal of Physics, 39(5), article no. 055704.

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Hunt, Tim and Jordan, Sally (2016). I wish I could believe you: the frustrating unreliability of some assessment research. Practitioner Research in Higher Education, 10(1) pp. 13–21.

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Hatherly, P.A.; Jordan, S.E. and Cayless, A. (2009). Interactive screen experiments: innovative virtual laboratories for distance learners. European Journal of Physics, 30(4) pp. 751–762.

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Jordan, Sally and Bolton, John (2024). Student engagement with a novel assessment strategy. International Journal of Assessment Tools in Education, 11(1) pp. 1–19.

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Jordan, Sally; Bakewell, Sarah; Sadler, Wendy; Thiemann, Heidi; Wardlow, Julie and Welsch, Carsten (2023). Women in physics in the United Kingdom: Successes, challenges and wider diversity. In: AIP Conference Proceedings, American Institute of Physics Publishing, New York, 3040(1), article no. 050041.

Jordan, Sally (2023). Computer-marked assessment and concept inventories. In: Wood, Anna K. ed. Effective Teaching in Large STEM Classes. IOP Series in Physics Education. Bristol, UK: IOP Publishing.

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Jordan, Sally (2015). 在线测评：过去，现在和未来 [E-assessment: past, present and future]. Journal of Beijing Radio and Television University, 94(6) pp. 8–18.

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Jordan, Sally Elizabeth (2014). E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics. Doctor of Philosophy (PhD) thesis The Open University.

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Jordan, Sally (2014). Adult science learners’ mathematical mistakes: an analysis of responses to computer-marked questions. European Journal of Science and Mathematics Education, 2(2) pp. 63–86.

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Jordan, Sally (2014). Using e-assessment to learn about students and learning. International Journal of e-Assessment, 4(1)

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Jordan, Sally (2014). A review of a faculty-wide change in assessment practice for open and distance learners of science. In: 8th EDEN Research Workshop: Challenged for Research into Open & Distance Learning: Doing Things Better-Doing Better Things, 27-28 Oct 2014, Oxford, UK.

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Jordan, Sally (2013). Using e-assessment to learn about learning. In: 2013 International Computer Assisted Assessment Conference, 9-10 Jul 2013, Southampton.

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Jordan, Sally and Butcher, Philip (2013). Does the Sun orbit the Earth? Challenges in using short free-text computer-marked questions. In: HEA STEM Annual Learning and Teaching Conference 2013: Where Practice and Pedagogy Meet, 17-18 Apr 2013, Birmingham, UK.

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Jordan, Sally (2013). E-assessment: past, present and future. New Directions, 9(1) pp. 87–106.

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Jordan, Sally (2012). Student engagement with assessment and feedback: some lessons from short-answer free-text e-assessment questions. Computers & Education, 58(2) pp. 818–834.

Jordan, Sally; Jordan, Helen and Jordan, Richard (2012). Same but different, but is it fair? An analysis of the use of variants of interactive computer-marked questions. International Journal of e-Assessment, 2(1)

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Jordan, Sally (2012). Short-answer e-assessment questions : five years on. In: 2012 International Computer Assisted Assessment Conference, 10-11 Jul 2012, Southampton.

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Jordan, Sally (2011). Using interactive computer-based assessment to support beginning distance learners of science. Open Learning: The Journal of Open and Distance Learning, 26(2) pp. 147–164.

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Jordan, Sally; Jordan, Helen and Jordan, Richard (2011). Same but different, but is it fair? An analysis of the use of variants of interactive computer-marked questions. In: 2011 International Computer Assisted Assesment Conference, 5-6 Jul 2011, Southampton.

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Jordan, Sally and Butcher, Philip (2010). Using e-assessment to support distance learners of science. In: The GIREP-EPEC & PHEC 2009 International Conference, 17-21 Aug 2009, Leicester, UK.

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Jordan, Sally and Mitchell, Tom (2009). e-Assessment for learning? The potential of short-answer free-text questions with tailored feedback. British Journal of Educational Technology, 40(2) pp. 371–385.

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Jordan, Sally (2009). Assessment for learning: pushing the boundaries of computer-based assessment. Practitioner Research in Higher Education, 3(1) pp. 11–19.

Jordan, Sally (2009). An investigation into the use of e-assessment to support student learning. In: Second Assessment in Higher Education Conference, 08 Jul 2009, University of Cumbria, Carlisle, UK.

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Jordan, Sally (2008). Online interactive assessment with short free-text questions and tailored feedback. New Directions, 4 pp. 17–20.

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Jordan, Sally; Brockbank, Barbara and Butcher, Philip (2007). Extending the pedagogic role of on line interactive assessment: providing feedback on short free-text responses. In: REAP International Online Conference on Assessment Design for Learner Responsibility, 29-31 May 2007.

Jordan, Sally (2007). Computer based assessment with short free responses and tailored feedback. In: Proceedings of the Science Learning and Teaching Conference 2007, Higher Education Academy, ISBN 978-1-905788-2., 19-20 Jun 2007, Keele University.

Jordan, Sally (2006). The mathematical misconceptions of adult distance-learning science students. In: CETL-MSOR Conference, 2006, 11-12 Sep 2006, Loughborough University.

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Jordan, Sally and Swithenby, Stephen (2005). Online summative assessment with feedback as an aid to effective learning at a distance. In: Proceedings of the 12th International Symposium on Improving Student Learning : Diversity and inclusivity., 06-08 Sep 2004, Birmingham.

Jordan, Sally; Butcher, Philip and Ross, Shelagh (2003). Mathematics assessment at a distance. MathStore: Maths CAA Series

Parker, Mark; Hedgeland, Holly; Braithwaite, Nicholas St.J. and Jordan, Sally E. (2024). GRCI: An investigation into the feasibility of a General Relativity Concept Inventory. European Journal of Science and Mathematics Education, 12(4) pp. 489–501.

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Parker, Mark; Hedgeland, Holly; Braithwaite, N St.J and Jordan, Sally (2022). Student Reaction to a Modified Force Concept Inventory: The Impact of Free-Response Questions and Feedback. European Journal of Science and Mathematics Education, 10(3) pp. 310–323.

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Parker, Mark; Hedgeland, Holly; Jordan, Sally and Braithwaite, N St.J (2022). Establishing a physics concept inventory using computer marked free-response questions. European Journal of Science and Mathematics Education, 11(2) pp. 360–375.

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Ross, Shelagh; Jordan, Sally and Butcher, Philip (2006). Online instantaneous and targeted feedback for remote learners. In: Bryan, Cordelia and Clegg, Karen eds. Innovative assessment in Higher Education. Routledge/Taylor and Francis, pp. 123–131.

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Sands, David; Parker, Mark; Hedgeland, Holly; Jordan, Sally and Galloway, Ross (2018). Using Concept Inventories to Measure Understanding. Higher Education Pedagogies, 3(1) pp. 173–182.

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Swithenby, Stephen and Jordan, Sally (2008). Supporting open learners by computer based assessment with short free-text responses and tailored feedback. In: 2nd International Multi-Conference on Society, Cybernetics and Informatics, 29 Jun - 02 Jul 2008, Orlando, Florida.

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Sclater, Niall; Butcher, Philip; Thomas, Pete and Jordan, Sally (2006). Moodle: enhancing the assessment capabilities of the leading open source virtual learning environment. In: Proceedings of the 10th CAA International Computer Assisted Assessment Conference, 4-5 Jul 2006, Loughborough University, England.

Wolfe, Christopher; Kolb, Ulrich; Jones, Mark and Jordan, Sally (2023). The Importance of Data Ownership in Authentic Learning - Poster. In: The 12th eSTEeM Annual Conference: Enabling Student Success – Expanding Engagement in Scholarship, 19-20 Apr 2023, Open University, Milton Keynes, UK.

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