Exploring the Relationship Between Ipsative Assessment and Institutional Learning Gain

Abstract

The chapter provides a conceptual basis for the book by linking learning gain with ipsative assessment to identify both the potential value and the limitations of these measures. Learning gain in the form of aggregated data is used particularly for secondary education to monitor and improve institutional and teacher effectiveness and there is growing interest in learning gain in higher education. Related ideas of continuous improvement and learning gain data used in research are also relevant. The chapter critically reviews learning gain measurement and argues that although learning gain data can give a more equitable picture of institutional performance than examination or exit data alone, there are reliability issues as well as resistance from elite players. Furthermore, large-scale learning gain measurement does not directly help individual teachers and learners. Although such personal learning gain information could benefit learners through both qualitative and quantitative ipsative assessment and feedback, at present the opportunities are understated and ipsative assessment remains largely elusive.