UCL  IRIS
Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at http://www.ucl.ac.uk/finance/research/post_award/post_award_contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Use of digital technology to review student progress across a taught postgraduate programme
  • Publication Type:
    Chapter
  • Authors:
    Hughes G, Hawkes D, Neumann T
  • Publisher:
    Palgrave Macmillan
  • Publication date:
    08/03/2017
  • Place of publication:
    London
  • Pagination:
    105, 128
  • Chapter number:
    6
  • Editors:
    Hughes G
  • ISBN-10:
    1137565012
  • ISBN-13:
    9781137565013
  • Status:
    Published
  • Book title:
    Ipsative Assessment and Personal Learning Gain Exploring International Case Studies
  • Language:
    English
  • Keywords:
    Education
  • Addresses:
    University College London, London
    Institute of Education
    20 Bedford Way
    London
    WC1H 0AL
    United Kingdom
Abstract
Successful implementation of ipsative assessment and feedback is dependent on recording of past assessments and making these records accessible to both learners and assessors. In this case study digital technology was used to capture a ‘feedback history’ for learners and also to help students reflect on feedback between assessments. The process was piloted successfully with a taught postgraduate research programme and helped the programme leader make decisions on the progression of weaker students. Meanwhile there was evidence of improvement in student reflections on feedback. There are some questions raised about who might have access to digital student assessment histories and the chapter puts these in a context of growing interest in learner analytics.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
Author
IOE - Culture, Communication & Media
Author
IOE - Education, Practice & Society
Author
IOE - Culture, Communication & Media
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by