Titlebook: Ipsative Assessment and Personal Learning Gain; Exploring Internatio Gwyneth Hughes Book 2017 The Editor(s) (if applicable) and The Author(

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ows a date this means that the phenomenon was still active at the indicated date. The chosen cases are that of the Cheshire district in England (15m, 100–300m, 1500km., 1533–1977), Haranomachi City in Japan (2m, 100–200m, 25km., 1965–1978+), Tokyo (4.59m, 0400m and 800–2000m, 3240km., 1918–1975+), W

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Introducing Ipsative Assessment and Personal Learning Gain: Voices from Practitioners and the Themeice. The chapter finishes by mapping out the case studies in terms of the type of ipsative assessment covered as well as the institutional and national context to help the reader navigate the collection.

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Book 2017ng these novel practices and how to combine new approaches with traditional assessment methods. Exploring the difficulties of turning the tables on hierarchies based on achievement and whether it is fair to elevateprogress, this book will be the start of conversations about a future that is not obsessed with testing and grades..

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her it is fair to elevate progress or place excessive emphasThis innovative book offers a new approach to assessment in which learners can follow their own learning journey using cumulative feedback or measurements of distance travelled from different starting points. Education currently mirrors the

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,Raising Self-Efficacy Through Ipsative Assessment and Feuerstein’s Instrumental Enrichment Programm assessment and a focus on developing the students’ skills in self-assessment. During the project there were clear changes in the students’ metacognitive awareness and their behavioural approach to tasks and tests evident in their reflective journals.