Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies PDF
Preview Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies
Ipsative Assessment and Personal Learning Gain GwynethHughes Editor Ipsative Assessment and Personal Learning Gain Exploring International Case Studies Editor GwynethHughes UCLInstituteofEducation UniversityofLondon London,UnitedKingdom ISBN978-1-137-56501-3 ISBN978-1-137-56502-0(eBook) DOI10.1057/978-1-137-56502-0 LibraryofCongressControlNumber:2016951316 ©TheEditor(s)(ifapplicable)andTheAuthor(s)2017 Theauthor(s)has/haveassertedtheirright(s)tobeidentifiedastheauthor(s)ofthisworkin accordancewiththeCopyright,DesignsandPatentsAct1988. This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,whetherthewholeorpartofthematerialisconcerned,specificallytherightsof translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthis publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesare exemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformation in this book are believed to be true and accurate at the date of publication. Neither the publishernortheauthorsortheeditorsgiveawarranty,expressorimplied,withrespectto thematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeenmade. Coverillustration:©CulturaRM/AlamyStockPhoto Printedonacid-freepaper ThisPalgraveMacmillanimprintispublishedbySpringerNature TheregisteredcompanyisMacmillanPublishersLtd. Theregisteredcompanyaddressis:TheCampus,4CrinanStreet,London,N19XW, UnitedKingdom A CKNOWLEDGEMENTS Iwishtothankalltheauthorswhohavecontributedtothiscollectionfor their enthusiasm and willingness to give up their time to write and revise theirchapters.Ialsoacknowledgeallthepeoplewhohaverecentlyshared their views on ipsative assessment and personal learning gain with me at various events at Bedfordshire, Greenwich, Roehampton and York Universities as well as my own institution UCL, Institute of Education. Finally, I wish to thank Wendy Smith for helping with proof reading the manuscript andforhertireless encouragement. v C ONTENTS 1 Introducing IpsativeAssessmentand PersonalLearning Gain: VoicesfromPractitioners andthe Themes of the Collection 1 GwynethHughes 2 Exploring the RelationshipBetweenIpsative Assessment and InstitutionalLearningGain 25 GwynethHughes 3 Using IpsativeAssessmenttoEnhance First-Year UndergraduateSelf-Regulation inChinese College English Classrooms 43 JimingZhou andJie Zhang 4 Supporting Student LearningwithCumulative Coversheets 65 CarrieWinstanley 5 Raising Self-Efficacy ThroughIpsative Assessment and Feuerstein’sInstrumental Enrichment Programme 85 KitMcIntyre vii viii CONTENTS 6 Use of DigitalTechnology toCapture and SupportStudent Progress Acrossa Taught Postgraduate Programme 105 GwynethHughes, Denise Hawkes andTim Neumann 7 Ipsative Learning:APersonal Approach toaStudent’s PBL ExperienceWithin anIntegratedEngineering Design CornerstoneModule 129 EmanuelaTilley andKateRoach 8 Assessing Liminality:The Use of IpsativeFormative AssessmentDuring a PostgraduateTaughtInduction Programme to Supportthe Developmentof Criticality 149 JulieRattray 9 Use of LearningGain MeasurementstoCompare Teacher-Centric andStudent-CentricFeedback in Higher Education 173 Hui-TengHoo andGwyneth Hughes 10 The Effectof VideoFeedback onthe Self-Assessment of a MusicPerformance by Pre-universityLevel Classical Guitar Students 197 MathieuBoucher, FrancisDubéandAndrea Creech 11 Compete WithYourself(CWY): Maximising Learning Gain in Schools 221 Sunita Gandhi 12 New Directionsfor IpsativeAssessmentand Personal Learning Gain 243 GwynethHughes Index 261 L F IST OF IGURES Fig.3.1 Developingsynthesisingabilityininterlinkedassessment (adaptedfromHughes2014,p.82) 55 Fig.6.1 Feedbackhistorytool 111 Fig.6.2 Feedbackresponseformfordraftsubmission 119 Fig.6.3 Feedbackresponseformforfinalsubmission 120 Fig.7.1 Schematicoftheprocessoffeedbackandassessment (adaptedfromHughes2014) 137 Fig.8.1 Inductionactivitiesdesignedtodevelopcriticalthinking 160 Fig.9.1 Theoreticalmodelsoffeedback 181 Fig.9.2 Comparativemeanofstudentscoresforthetwocohorts 184 Fig.9.3 Teacher-centricandstudent-centricassessment andfeedbackoutcomes(all5assessments) 187 Fig.11.1 CWYreportforapupil,grade7,Aslandsskoli,Iceland 227 Fig.11.2 TheCWYprincipalreport,Ingunnarskóla,Iceland,2004 234 ix L T IST OF ABLES Table1.1 Overviewofcasestudies 19 Table2.1 Thepurposesofmeasuringorcapturinglearninggain 36 Table6.1 FrequencyoffeedbackdiscussedintheEdDPortfolios 121 Table7.1 Spreadofstudentsreferringtoprogressinrelation tooutputsversusprogressinrelationtoskills 143 Table9.1 Comparativemeansofteacher-centricandstudent-centric formativefeedback 183 Table10.1 Characteristicsofparticipants 205 Table10.2 Codingscheme:Definitionandexamplesforeachcategory 208 Table10.3 Betweengroupcomparisonofthenumberofipsative commentsinpost-performanceassessments2,3and4 209 Table10.4 Betweengroupcomparisonoftheaspectsmentioned inalltheipsativecommentsinthepost-performance assessments2+3+4 209 Table10.5 Comparisonofpost-videoandpost-performance assessmentsforthetotalnumberofipsativecomments 210 Table10.6 Post-performanceandpost-videocomparison ofthenumberofcommentsforeachaspectofaperformance (Table10.2)mentionedintheipsativecommentsbythe experimentalgroup(n=8) 211 Table10.7 Comparisonofpost-videoandpost-performance assessmentsforthetotalnumberofipsativecomments mentionedbytheparticipantsdependingontheirlatest attributedinstrumentalgrade 211 Table11.1 School’sself-analysisofCWY,AggrasenPublicSchool, Haryana,2014 235 xi CHAPTER1 Introducing Ipsative Assessment and Personal Learning Gain: Voices from Practitioners and the Themes of the Collection Gwyneth Hughes INTRODUCTION TO THE COLLECTION We expect educators all over the world to care about their students’ learning and most teachers aim to motivate all their students, not only the highest achievers. But in a world of financial instability, dwindling resources,meritocraticidealsandpressureonindividualstobetheagents of their own success, learners become motivated by externally appointed gradesandmarks.Theyarehighlytunedtotheirrankingincomparisonto others.‘Winners’and‘losers’areveryvisibleinpublishedresultsand,even ifmarksarenotmadepublic,studentsknowwheretheyareinthemarking hierarchy and whether or not they are a ‘good’ student. Assessments are high stakes and used for selection of students through qualifications and entryintojobsandemployment(Broadfoot1996).But,suchcompetitive assessmentcancompromiseself-esteemsothatstudentswhodonoteasily G.Hughes(*) UCLInstituteofEducation,UCL,London,UK e-mail:[email protected] ©TheAuthor(s)2017 1 G.Hughes(ed.),IpsativeAssessmentandPersonalLearningGain, DOI10.1057/978-1-137-56502-0_1
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