Towards a personal best
A Case for Introducing Ipsative Assessment in Higher Education
Bibliographic Data
| ID | 4096924 |
|---|---|
| Authors | Gwyneth Hughes (0000-0001-8861-8822, corresponding author) |
| Year | 2011 |
| Volume | 36 |
| Issue | 3 |
| Pages | 353-367 |
| Publication date | 2011-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2010.486859 |
| OpenAlex | W1987967370 |
| Language | EN |
| Citations received | 22 |
| References cited | 17 |
The central role that assessment plays is recognised in higher education, in particular how formative feedback guides learning. A model for effective feedback practice is used to argue that, in current schemes, formative feedback is often not usable because it is strongly linked to external criteria and standards, rather than to the processes of learning. By contrast, ipsative feedback, which is based on a comparison with the learner’s previous performance and linked to long‐term progress, is likely to be usable and may have additional motivational effects. After recommending a move towards ipsative formative assessment, a further step would be ipsative grading. However, such a radical shift towards a fully ipsative regime might pose new problems and these are discussed. The article explores a compromise of a combined assessment regime. The rewards for learners are potentially high, and the article concludes that ipsative assessment is well worth further investigation
Compromise · Formative assessment · Higher education · Mathematics education · Sociology · USable · Computer Science · Evaluation of Teaching Practices · Higher Education Learning Practices · Law · Psychology · Student Assessment and Feedback
A scoping review of dialogic formative feedback practices in higher education
Anonymous assessment
Fostering student motivation and engagement with feedback through ipsative processes
Necessary but problematic
Never mind the gap
Where is Ubuntu in competitive South African schools? An inclusive education perspective
Speaking self-assessment
Moving feedback forward
Criterion-referenced and norm-referenced assessments
Learning, behaviour and reaction framework
The standards for academics’ standards-based assessment practices
Tutors’ assessment practices and students’ situated learning in higher education
Assessment terms half a century in the making and unmaking
Designing learner-centred text-based feedback
Not seeing the wood for the trees
Negotiating self- and peer-feedback with the use of reflective journals
An empirical study of student action from ipsative design of feedback processes
Developing student feedback literacy through self and peer assessment interventions
The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers
A dialogic technology-mediated model of feedback uptake and literacy
The need to disentangle assessment and feedback in higher education
It'd be useful, but I wouldn't use it
Testing Times
Leaving College
Effectiveness of feedback
Feedback on assessment
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
An investigation into written comments on assignments
Interpretations of criteria‐based assessment and grading in higher education
Identity and belonging in social learning groups
In praise of educational research’
The Power of Feedback
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
The Conscientious Consumer
| Unique citing works | 22 |
|---|---|
| Citations per year | 1,69 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 22 |