Towards a personal best: a case for introducing ipsative assessment in higher education

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Developing student feedback literacy through self and peer assessment interventions (2021, result): “The multiple occasions of practice enabled formative and ipsative assessment for referential learning so that existing performance can be compared with previous performance (Hughes 2011).”
Criterion-referenced and norm-referenced assessments: compatibility and complementarity (2016, background): “Ipsative referencing (Hughes 2011) is a comparison of an individual’s current performance with a previous performance.”
Moving feedback forward: theory to practice (2013, background): “Merry and Orsmond (2008) showed that audio feedback was successful with students, and explored some of the underlying reasons for this.”
The need to disentangle assessment and feedback in higher education (2020, result): “The ipsative function of feedback, where markers can directly comment not on absolute performance, but on progression in relation to the previous assessment (e.g. Hughes, 2011), is also compromised.”