NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1398654
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: EISSN-1470-1294
Fostering Student Motivation and Engagement with Feedback through Ipsative Processes
Malecka, Bianka; Boud, David
Teaching in Higher Education, v28 n7 p1761-1776 2023
Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners' progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multiple tasks can promote the uptake of feedback in subsequent work. Using self-determination theory, the paper discusses how ipsative feedback processes create conditions which can foster students' perceptions of autonomy, competence and relatedness, thus fostering student motivation to engage with feedback. The implementation of ipsative processes is illustrated with references to two pedagogic practices. The paper identifies the need for further empirical research investigating academic and noncognitive benefits of ipsative processes in feedback for students as well as autoethnographic work examining the implications of implementing ipsative processes for teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A