Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers

Abstract

As education systems evolve globally, there is a demand for innovative assessment methods that align with modern classrooms. Ipsative assessment, focusing on personal growth over peer comparisons, is increasingly favored. However, there is inadequate evidence regarding its efficacy in mathematics education, particularly in developing countries such as the Philippines. This study utilized a narrative literature review to explore the ipsative assessment experiences of Mathematics teachers in the Philippines. Findings revealed two (2) emerging perceptions and responses to Ipsative Assessment in Mathematics Education, such as (1) Attitudes Towards Self-Reflection and Growth and (2) Impact on Teaching Practices and Student Learning. Four (4) themes emerged for the challenges in implementing Ipsative Assessment; namely: (1) Shift in Assessment Paradigms; (2) Challenges in Data Interpretation and Feedback; (3) Resistance to Change; and (4) Challenges on Integration into Curriculum and Pedagogy. As to the contributions of Ipsative Assessment to improving teaching practices and student learning outcomes, three (3) themes surfaced, such as, (1) Enhanced Self-Awareness and Reflective Capacity; (2) Personalized Instruction and Differentiation; and (3) Data-Driven Decision-Making and Continuous Improvement. It is recommended that through targeted interventions, capacity-building initiatives, and collaborative efforts, mathematics educators are now empowered to leverage ipsative assessment as a powerful tool for enhancing their teaching practices and fostering student success in mathematics education in the Philippines.