Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning
A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School
Bibliographic Data
| ID | 16910280 |
|---|---|
| Authors | Kohei Nishizuka (0000-0002-7488-3745, Tohoku University Hospital, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Publication date | 2022-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440221094599 |
| OpenAlex | W4225143108 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
The theory of formative assessment highlights the importance of ipsative assessment, which uses internally generated criteria and goals to compare students’ performance with their past performance. This study designed a formative ipsative assessment practice as part of inquiry learning in high school and clarified its significance and challenges. The results of three rounds of academic writing for high school freshmen showed that the practice gradually improved students’ overall writing skills; thus, qualitative improvement and transformation in performance-centered learning were expected. In high schools, where a single teacher is responsible for many students and is constrained by external standards such as university entrance exams, one strategy is to align learning and assessment by developing abstract higher-order criteria and then developing them into concrete lower-order criteria appropriate for each student. This paper presents five challenges and these solutions
Formative assessment · Mathematics education · Medical education · Pedagogy · Education and Critical Thinking Development · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
Classroom assessment and pedagogy
Revisiting the effects of project-based learning on students’ academic achievement
Does discovery-based instruction enhance learning?
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Meta-Analysis of Inquiry-Based Learning
Why Minimal Guidance During Instruction Does Not Work
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Fostering student motivation and engagement with feedback through ipsative processes
Not seeing the wood for the trees
An empirical study of student action from ipsative design of feedback processes
Characteristics of improved formative assessment practice
Phases of inquiry-based learning
The Power of Feedback
Specifying and Promulgating Achievement Standards
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |