Not Signed-In
Which clippings match 'Motivational Theory' keyword pg.1 of 1
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)



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


Simon Perkins
21 FEBRUARY 2009

Disposition Toward Critical Thinking

"While [Critical Thinking] is being more and more widely recognized as a liberating force in education and a powerful resource in one's personal and civic life, the burgeoning national interest in developing students' CT has deep historic roots. The educational goal of teaching students to reason well and willingly can be traced back through the eighteenth century Enlightenment, the Renaissance, the medieval focus on logical argumentation, the North African and Roman preparation of jurists and lawyers, and the Aristotelian and Socratic concern for logic, rhetoric, and warranted assertibility.
there is a growing consensus that a complete approach to developing college students into good critical thinkers must include the nurturing of the disposition toward CT. Some might argue that cultivating the disposition is necessary before implanting the skills, but a developmental perspective would suggest that skills and dispositions are mutually reinforced and, hence, should be explicitly taught and modeled together. In either case, common sense tells us that a strong overall disposition toward CT is integral to insuring the use of CT skills outside the narrow instructional setting. Motivational theory (Lewin, 1935) provides the theoretical grounds for the assumption that the disposition to value and utilize CT would impel an individual to achieve mastery over CT skills, being motivated to close the gap between what is valued and what is attained."
(Peter A. Facione, Carol A. Giancarlo, Noreen C. Facione, Joanne Gainen)

Facione, PA, Sánchez, (Giancarlo) CA, Facione, NC, & Gainen, J., (1995). Journal of General Education. Volume 44, Number 1, pp. 1–25. [This PDF made available with the permission of the publisher. See journal front–matter for information on copy costs.]


Aristotle • civic life • conceptualisationcritical thinkingenquiryEuropean EnlightenmentEuropean Renaissance • liberating force • logic • logical argumentation • masterymotivational theorypedagogyrhetoric • Socrates • theory buildingthinking


Simon Perkins

to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.