Making Assessment Promote Effective Learning Practices: An Example of Ipsative Assessment from the School of Psychology at UEL

Autor/inn/en	Penn, P. R.; Wells, I. G.
Titel	Making Assessment Promote Effective Learning Practices: An Example of Ipsative Assessment from the School of Psychology at UEL
Quelle	In: Psychology Teaching Review, 24 (2018) 2, S.70-74 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Psychology; Teaching Methods; Instructional Effectiveness; Foreign Countries; Integrated Learning Systems; Virtual Classrooms; United Kingdom (London) + Suchen Sie Ihr Suchwort? Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland
Abstract	There is a wealth of literature that attests to the benefits of retrieval practice in the long term retention of academic material (see Roediger & Butler, 2011 for a review). Unfortunately, there is also evidence indicating that students rarely report using this method of study (e.g. Karpicke, Butler, Roediger, 2009). The authors have piloted the use of an Ipsative format of assessment that imposes the use of retrieval practice via self-administered testing in the virtual learning environment Moodle. The purpose of this paper is to identify the rationale for the use of Ipsative Assessment in a programme's pedagogical repertoire and to briefly overview the implementation of this format of assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01