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09 OCTOBER 2015

Is competition good for learning? Exploring ipsative assessment as an alternative

"Ipsative assessment is a powerful and under-used approach that provokes a radical rethink of the purposes and methods of assessment. Ipsative assessment means making comparisons with a learner's previous work to mark progress and enable learners from all backgrounds to achieve a personal best. The seminar presents a case for partially replacing competitive assessment with ipsative assessment in a dual systems approach, and it explores the possibilities and the challenges using research evidence and examples from case studies in the recently published book Ipsative Assessment: Motivation through marking progress by Gwyneth Hughes."

(Gwyneth Hughes, 07 October 2014)

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TAGS

2014 • all learners can succeed • Amanda West • assessment for learningassessment techniques • attainment • Carol Dweckcomparison with previous performance • competition and performativity • competitive assessment • conference presentation • Diane Reay • Dylan Wiliam • George Madaus • grading against external standards • Graham GibbsGwyneth Hughesimprovement against past performance • instrumental conditioning • instrumental learning • ipsative assessment • learning and attainment • learning and development • learning and teaching • learning not outcomes • learning pathways • learning process • marking progress • marks and performance • measuring individual performance • Miriam David • motivational needsmotivational theory • Patricia Broadfoot • Paul Black • performance metricsperformativitypersonal achievementpersonal bestpersonal improvementRichard Sennettself-esteem • self-referential assessment • Stephen Ball • student achievement • Sue Bloxham • unequal access

CONTRIBUTOR

Simon Perkins
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, http://jiscdesignstudio.pbworks.com)

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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

CONTRIBUTOR

Simon Perkins
19 NOVEMBER 2012

Using Individual Weighting Factor to fairly recognise and compensate individual contributions to group work

"The modified pool of marks technique will not, however, overcome a fundamental weakness of the procedure, namely that the students have to allocate a fixed pool of marks or points. This can be difficult to do using whole numbers. For example, if eight marks are to be allocated between four people and one is given four of them it is not possible to give all the rest the same mark. An alternative technique is to allow the students to allocate marks freely and then calculate an individual weighting factor based on the ratio between the individual score and the average score for all members of the group. This has the advantage of avoiding putting students in the situation where for every additional mark they give to one individual they have to take a mark off another individual. Indeed this is confirmed where a scale of marks is used and students are unconstrained in the marks that they can allocate. In this situation they show a reluctance to make much use of the lower end of the scale and consequently the mean score is well above the middle (average) point of the scale (Conway et al, 1993). Next year, in addition to using the modified pool of marks technique, a variant on the technique used by Conway et al (1993) will also be employed (Appendix 3). This technique awards the group mark to a student who makes an average contribution. Those who make greater (or lesser) contributions receive more (or less) than the original group mark. The method of calculation is described in Appendix 4."

(Mick Healey, 1993, p.4)

Mick Healey "Developing Student Capability Using Peer and Self Assessment: A Preliminary Evaluation of The Distribution of a Pool of Marks Technique for Assessing The Contribution of Individuals to a Group Project", Using Assessment to Develop Capability conference, 1993.

TAGS

1993accountabilityassessment criteriaassessment for learningassessment techniques • Atara Sivan • contribution to the group • David Kember • fairnessgrading schemegroup work • Higher Education for Capability (HEC) • individual accountability • individual contribution • Individual Weighting Factor • learning and teaching • May Wu • measurementmeasuring individual performancemeasuring instrument • Mick Healey • modified pool of marks technique • peer assessment • peer evaluationpeer learningproject work • Robert Conway • student performance

CONTRIBUTOR

Simon Perkins
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