eprintid: 1480718
rev_number: 27
eprint_status: archive
userid: 608
dir: disk0/01/48/07/18
datestamp: 2016-04-17 10:13:56
lastmod: 2021-11-08 00:04:10
status_changed: 2016-04-17 10:13:56
type: article
metadata_visibility: show
creators_name: Hughes, G
title: Towards a personal best: A case for introducing ipsative assessment in higher education
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
abstract: 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 longterm 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. © 2011 Society for Research into Higher Education.
date: 2011-05-01
date_type: published
oa_status: green
primo: open
primo_central: open_green
article_type_text: Journal Article
elements_id: 1072817
doi: 10.1080/03075079.2010.486859
lyricists_name: Hughes, Gwyneth
lyricists_id: GJHUG20
full_text_status: public
publication: Studies in Higher Education
volume: 36
number: 3
pagerange: 353-367
issn: 1470-174X
citation:        Hughes, G;      (2011)    Towards a personal best: A case for introducing ipsative assessment in higher education.                   Studies in Higher Education , 36  (3)   pp. 353-367.    10.1080/03075079.2010.486859 <https://doi.org/10.1080/03075079.2010.486859>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1480718/1/Hughes2011Towards353.pdf