Skip to main content
SpringerLink
Log in
Palgrave Macmillan
Book cover

Ipsative Assessment and Personal Learning Gain

Exploring International Case Studies

  • Book
  • © 2017

Overview

Editors:
  1. Gwyneth Hughes

    1. UCL Institute of Education, University of London, London, United Kingdom

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Develops a radical evaluation of assessment to encourage learners to celebrate their individual progress and learning journey

  • Questions whether it is fair to elevate progress or place excessive emphasis on test results

  • Builds on a range of global case studies across educational contexts to highlight the benefits of ipsative assessment

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (12 chapters)

  1. Front Matter

    Pages i-xi
    Download chapter PDF

  2. Introducing Ipsative Assessment and Personal Learning Gain: Voices from Practitioners and the Themes of the Collection

    • Gwyneth Hughes
    Pages 1-23

  3. Exploring the Relationship Between Ipsative Assessment and Institutional Learning Gain

    • Gwyneth Hughes
    Pages 25-41

  4. Using Ipsative Assessment to Enhance First-Year Undergraduate Self-Regulation in Chinese College English Classrooms

    • Jiming Zhou, Jie Zhang
    Pages 43-64

  5. Supporting Student Learning with Cumulative Coversheets

    • Carrie Winstanley
    Pages 65-84

  6. Raising Self-Efficacy Through Ipsative Assessment and Feuerstein’s Instrumental Enrichment Programme

    • Kit McIntyre
    Pages 85-104

  7. Use of Digital Technology to Capture and Support Student Progress Across a Taught Postgraduate Programme

    • Gwyneth Hughes, Denise Hawkes, Tim Neumann
    Pages 105-128

  8. Ipsative Learning: A Personal Approach to a Student’s PBL Experience Within an Integrated Engineering Design Cornerstone Module

    • Emanuela Tilley, Kate Roach
    Pages 129-148

  9. Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality

    • Julie Rattray
    Pages 149-171

  10. Use of Learning Gain Measurements to Compare Teacher-Centric and Student-Centric Feedback in Higher Education

    • Hui-Teng Hoo, Gwyneth Hughes
    Pages 173-195

  11. The Effect of Video Feedback on the Self-Assessment of a Music Performance by Pre-university Level Classical Guitar Students

    • Mathieu Boucher, Francis Dubé, Andrea Creech
    Pages 197-219

  12. Compete With Yourself (CWY): Maximising Learning Gain in Schools

    • Sunita Gandhi
    Pages 221-242

  13. New Directions for Ipsative Assessment and Personal Learning Gain

    • Gwyneth Hughes
    Pages 243-260

  14. Back Matter

    Pages 261-265
    Download chapter PDF
Back to top

Keywords

About this book

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.

Editors and Affiliations

  • UCL Institute of Education, University of London, London, United Kingdom

    Gwyneth Hughes

About the editor

Gwyneth Hughes is a Reader in Higher Education at the Institute of Education, University College London, UK. After starting her career teaching in secondary education, she now has 20 years of experience of teaching, leadership, research and development work in higher education and is still learning. She is author of Ipsative Assessment: Motivation through Marking Progress and a co-author of Learning Transitions in Higher Education.

Bibliographic Information

  • Book Title: Ipsative Assessment and Personal Learning Gain

  • Book Subtitle: Exploring International Case Studies

  • Editors: Gwyneth Hughes

  • DOI: https://doi.org/10.1057/978-1-137-56502-0

  • Publisher: Palgrave Macmillan London

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017

  • Hardcover ISBN: 978-1-137-56501-3Published: 08 March 2017

  • eBook ISBN: 978-1-137-56502-0Published: 28 February 2017

  • Edition Number: 1

  • Number of Pages: XI, 265

  • Number of Illustrations: 11 b/w illustrations

  • Topics: Assessment, Testing and Evaluation, Learning & Instruction, International and Comparative Education

Publish with us

Policies and ethics

Back to top

Search

Navigation