Use of Digital Technology to Capture and Support Student Progress Across a Taught Postgraduate Programme

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

“…On the other hand, explicit ipsative feedback can become quite challenging particularly that not only the baseline of the learner should be known but also previous levels too. In this case, Hughes, Hawkes and Neumann (2017) recommend digital record-keeping through an adaptive virtual learning environment that stores the feedback history of students during the academic year. As such, cumulative ipsative feedback collected over time is most useful to ensure seamless progression in learning and to support personalised gains.…”

Assessing axiologolects: Exploring the language of situated self-directed learning-oriented assessment

“…On the other hand, explicit ipsative feedback can become quite challenging particularly that not only the baseline of the learner should be known but also previous levels too. In this case, Hughes, Hawkes and Neumann (2017) recommend digital record-keeping through an adaptive virtual learning environment that stores the feedback history of students during the academic year. As such, cumulative ipsative feedback collected over time is most useful to ensure seamless progression in learning and to support personalised gains.…”

Leveraging student self-directed learning through online tutoring and integrated ipsative assessment

“…On the other hand, explicit ipsative feedback can become quite challenging particularly that not only the baseline of the learner should be known but also previous levels too. In this case, Hughes, Hawkes and Neumann (2017) recommend digital record-keeping through an adaptive virtual learning environment that stores the feedback history of students during the academic year. As such, cumulative ipsative feedback collected over time is most useful to ensure seamless progression in learning and to support personalised gains.…”