Fostering student motivation and engagement with feedback through ipsative processes
Article
Malecka, B. and Boud, D. 2023. Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education. 28 (7), pp. 1761-1776. https://doi.org/10.1080/13562517.2021.1928061
Type | Article |
---|---|
Title | Fostering student motivation and engagement with feedback through ipsative processes |
Authors | Malecka, B. and Boud, D. |
Abstract | 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. |
Keywords | Feedback; ipsative processes; learner-centredness; motivation; programmatic assessment |
Sustainable Development Goals | 4 Quality education |
Middlesex University Theme | Creativity, Culture & Enterprise |
Publisher | Taylor & Francis (Routledge) |
Journal | Teaching in Higher Education |
ISSN | 1356-2517 |
Electronic | 1470-1294 |
Publication dates | |
Online | 17 May 2021 |
03 Oct 2023 | |
Publication process dates | |
Submitted | 27 Nov 2020 |
Accepted | 05 May 2021 |
Deposited | 13 Dec 2023 |
Output status | Published |
Accepted author manuscript | |
Copyright Statement | This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 17 May 2021, available at: https://doi.org/10.1080/13562517.2021.1928061 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13562517.2021.1928061 |
Web of Science identifier | WOS:000651247600001 |
Language | English |
https://repository.mdx.ac.uk/item/q389x
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