Use of digital technology to capture and support student progress across a taught postgraduate programme

Published

Book Section

© The Author(s) 2017. 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.

Full Text

Duke Authors

Cited Authors

  • Hughes, G; Hawkes, D; Neumann, T

Published Date

  • January 1, 2017

Book Title

  • Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies

Start / End Page

  • 105 - 128

International Standard Book Number 13 (ISBN-13)

  • 9781137565013

Digital Object Identifier (DOI)

  • 10.1057/978-1-137-56502-0_6

Citation Source

  • Scopus