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12 JULY 2015

Longitudinal and ipsative assessment

"Ipsative assessment and feedback (assessment and feedback based on comparison with previous performance) describes an approach to assessment that focuses on improvement against past performance rather than grading against set criteria. Commonly used in performance-related disciplines such as music or sport, ipsative assessment enables credit to be given for improvement regardless of achievement (Hughes, Okumoto and Crawford, 2010). Ipsative feedback in turn makes comments on how far the student has travelled from a previous level of performance, which is both more motivational for non-traditional learners and more likely to promote self-regulation in all students.

In a wide range of assessment scenarios, from professional practice (medicine for example) to distance learning, ipsative assessment and feedback could reduce the need for testing and retesting of skills. Instead of 'learning for the test', a process of continuous monitoring and self-regulation could make the acquisition of professional or vocational competences more authentic, rewarding and genuine, and enable tutors to devote more time and effort to mentoring."

(Marianne Sheppard and Ros Smith,



assessment for learning • assessment scenarios • assessment techniquescomparison with previous performancecontinuous monitoring • continuous personal development • diagnostic assessment • Gwyneth Hugheshow far the student has travelledimprovement against past performanceipsative assessment • ipsative assessment and feedback • ipsative feedback • JISC Design Studio • Kaori Okumoto • knowledge and skills acquisition • learning and successlearning engagement • learning for the test • level of performance • Likert scale • longitudinal learning datamaking processmeasuring individual performancemeasuring instrument • Megan Crawford • motivational needs • non-traditional learners • performance-related disciplines • personal achievementpersonal bestpersonal improvement • professional competences • professional practicequality of achievementrunning score • self-regulation • student achievementstudent performance • vocational competences


Simon Perkins

Engaging learners through uncertain rewards

"Uncertainty may be an important component of the motivation provided by learning games, especially when associated with gaming rather than learning. Three studies are reported that explore the influence of gaming uncertainty on engagement with computer– based learning games. In the first study, children (10–11 years) played a simple maths quiz. Participants chose their preferred reward for a correct answer prior to seeing each question. They could either receive a single point or toss an animated coin to receive 2 points for heads or none for tails. A preference for the uncertain option was revealed and this increased during the quiz. The second study explored the discourse around learning when pairs of participants (13–14 years) competed against the computer in a science quiz. Progress depended on the acquisition of facts but also on the outcomes of throwing dice. Discourse was characterised by a close intermingling of learning and gaming talk without salient problematic constructions regarding fairness when losing points due to gaming uncertainty. A final experiment explored whether, in this type of game, the uncertainty provided by the gaming component could influence players' affective response to the learning component. Electrodermal activity (EDA) of 16 adults was measured while they played the quiz with and without the element of chance provided by the dice. Results showed EDA when answering questions was increased by inclusion of gaming uncertainty. Findings are discussed in terms of the potential benefits of combining gaming uncertainty with learning and directions for further research in this area are outlined."

(Howard–Jones, P. A. and S. Demetriou, 2009)

1). Howard–Jones, P. A. and S. Demetriou (2009). "Uncertainty and Engagement with Learning Games." Instructional Science: An International Journal of the Learning Sciences 37(6): 519–536.

2). Paul Howard–Jones, 2014, radio programme, BBC Radio 4 – The Educators, episode 5 of 8, first broadcast: 10 September 2014.



2009 • acquisition of facts • affective response • BBC Radio 4 • chance • chance outcome • coin toss • compelling engagement • competitioncomputer games • computer-based learning games • dopamine • educational neuroscience • educational psychologyeducational research • effective teaching • Electrodermal Activity (EDA) • fairnessgamblinggame-based learninggamificationgamifying learning and teaching • gaming uncertainty • learning and reward • learning and successlearning engagement • learning games • magnetic effect • memorymotivational needsneuroscience • neuroscience and education • our ability to learn • Paul Howard-Jones • prize • reward system • risk-taking • roulette wheel • running score • Skevi Demetriou • skill • sleep • The Educators (radio series) • throwing dice • transcranial electrical stimulation • uncertain options • uncertain rewards • uncertaintyvideo games


Christa Van Raalte
18 DECEMBER 2013

Video lecture of the December TEL Event at Bournemouth University

"BU December TEL Event", Uploaded on 17 Dec 2013 by BU Business School.



2013Blackboard (LMS)Bournemouth UniversityBrazil • Centre for Excellence in Media Practice (CEMP) • creating and integrating small dataDesire2Learneducation technology • Gelareh Roushan • IBMIndian • internet learning • John East • learning engagementlearning technologyLMS • Media School at Bournemouth University • MOOCspeople and organisationspersonalised educationpersonalised healthcareRaspberry PiRavensbourneremote learningresearch and innovation • reverse outsourcing • small data • Small Private Online Course (SPOC) • SPOCs • Stephen Heppellstudent engagementTELvideo lecture • window on the world • Wipro Technologies Ltd


Simon Perkins

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