Ipsative Assessment and Personal Learning Gain
Exploring International Case Studies
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Educational Psychology
| Author: | ISBN: | 9781137565020 | |
| Publisher: | Palgrave Macmillan UK | Publication: | February 28, 2017 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | |
| ISBN: | 9781137565020 |
| Publisher: | Palgrave Macmillan UK |
| Publication: | February 28, 2017 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
This innovative book offers a new approach to assessment in which learners can follow their own learning journey using cumulative feedback or measurements of distance travelled from different starting points. Education currently mirrors the values and practices of a highly competitive world with testing, grading and monitoring of standards becoming its driving forces. Competition may stimulate high achievers, but may also demotivate or even damage the rest. Ipsative feedback (on progress) and personal learning gain measurements are often hidden. A range of global case studies from school and higher education illustrate four themes: the benefits of ipsative feedback, making good use of learning gain measurement, the challenges of implementing these novel practices and how to combine new approaches with traditional assessment methods. Exploring the difficulties of turning the tables on hierarchies based on achievement and whether it is fair to elevate progress, this book will be the start of conversations about a future that is not obsessed with testing and grades.
This innovative book offers a new approach to assessment in which learners can follow their own learning journey using cumulative feedback or measurements of distance travelled from different starting points. Education currently mirrors the values and practices of a highly competitive world with testing, grading and monitoring of standards becoming its driving forces. Competition may stimulate high achievers, but may also demotivate or even damage the rest. Ipsative feedback (on progress) and personal learning gain measurements are often hidden. A range of global case studies from school and higher education illustrate four themes: the benefits of ipsative feedback, making good use of learning gain measurement, the challenges of implementing these novel practices and how to combine new approaches with traditional assessment methods. Exploring the difficulties of turning the tables on hierarchies based on achievement and whether it is fair to elevate progress, this book will be the start of conversations about a future that is not obsessed with testing and grades.
