What is the role of assessment in higher education?
Introduction:
It may have been commonly recognized that the assessment plays a central role in higher education. Over time, the mainly gatekeeping function of assessment, which is viewed as an approach to social selection has now gradually developed. High-achieving graduates might have an entry into prestigious schools or rewarding jobs, whereas low-performing graduates may probably lose competitiveness. As indicated by Messick(1991),the other role of assessment in higher education is the student development of various dimensions including the knowledge, skills, personal qualities and competence required not only for career success but also for mature adult functioning. Criteria-referenced …show more content…
Three main benefits which are linked to characters of ipsative feedback will be addressed. First, Ipastive feedback has a potential to enable learners to develop their capacities of self-regulation, which may play a significant role in higher education or even long-term learning. Without comparing with others, ipsative assessment is non-competitive and less stress but still requires the learners to monitor their processes towards learning goals. D.L.Butler and Winne(1995,p.246) stated that‘ internal monitoring of a current state in a task, the trigger for engaging SRL, generates feedback that, in turn, is input contributing to the learner’s regulation of subsequent cognitive engagement.’ This statement shows that ipstive assessment feedback which relies on much self-monitoring might well promote the ability of self-regulation. Nicol(2010) also argued that self-assessment enables learners to develop self-regulation skills and rely less on teachers’ feedback. Furthermore, unlike criteria-referenced assessment, ipsative feedback focuses on learners’ progress rather than the final outcome. Thus, learners who receive and self-assess ipsative feedback are perhaps more intrinsically motivated. Of course , sometimes learners might be motivated by grades, certification, money and other forms of external rewards, but low-achievers could hardly be motivated because they find they cannot attain desired outcomes after much effort has been made. Ipsative feedback makes the progress visible in small steps and shows the potential of obtaining the desired goals. As a result, both high and low performers may be intrinsically motivated by ipsative feedback. However, it should be acknowledged that not all learners could make progress all the time on the learning. Ipsative feedback makes it possible to record the
Introduction:
It may have been commonly recognized that the assessment plays a central role in higher education. Over time, the mainly gatekeeping function of assessment, which is viewed as an approach to social selection has now gradually developed. High-achieving graduates might have an entry into prestigious schools or rewarding jobs, whereas low-performing graduates may probably lose competitiveness. As indicated by Messick(1991),the other role of assessment in higher education is the student development of various dimensions including the knowledge, skills, personal qualities and competence required not only for career success but also for mature adult functioning. Criteria-referenced …show more content…
Three main benefits which are linked to characters of ipsative feedback will be addressed. First, Ipastive feedback has a potential to enable learners to develop their capacities of self-regulation, which may play a significant role in higher education or even long-term learning. Without comparing with others, ipsative assessment is non-competitive and less stress but still requires the learners to monitor their processes towards learning goals. D.L.Butler and Winne(1995,p.246) stated that‘ internal monitoring of a current state in a task, the trigger for engaging SRL, generates feedback that, in turn, is input contributing to the learner’s regulation of subsequent cognitive engagement.’ This statement shows that ipstive assessment feedback which relies on much self-monitoring might well promote the ability of self-regulation. Nicol(2010) also argued that self-assessment enables learners to develop self-regulation skills and rely less on teachers’ feedback. Furthermore, unlike criteria-referenced assessment, ipsative feedback focuses on learners’ progress rather than the final outcome. Thus, learners who receive and self-assess ipsative feedback are perhaps more intrinsically motivated. Of course , sometimes learners might be motivated by grades, certification, money and other forms of external rewards, but low-achievers could hardly be motivated because they find they cannot attain desired outcomes after much effort has been made. Ipsative feedback makes the progress visible in small steps and shows the potential of obtaining the desired goals. As a result, both high and low performers may be intrinsically motivated by ipsative feedback. However, it should be acknowledged that not all learners could make progress all the time on the learning. Ipsative feedback makes it possible to record the