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Chapter 9

Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom

A process writing stage which aims is to recall prior knowledge or schemata.

Published in Chapter:

Ipsative Assessment of Essay Writing to Foster Reflection and Self-Awareness of Progress

Diana Jazmin Univio (Universidad de la Sabana, Colombia) and Andrea del Pilar Pérez (Universidad de la Sabana, Colombia)

Source Title: Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom

DOI: 10.4018/978-1-5225-6986-2.ch009

Abstract

Ipsative assessment to improve argumentative essay writing aimed at studying how an alternative type of assessment, which persuaded learners to reflect on the feedback received and involved them as active assessment participants, influenced the writing skill of 24 students from two Colombian universities. The queries addressed throughout the chapter were analyzing the way students structured their essays by means of the Ipsative feedback and the influence of the assessment approach on students at the self-management levels. Findings revealed that through Ipsative assessment students enhanced their argumentative essay writing as they grasped the structural and reflective nature of this skill. Furthermore, the comparison of various drafts allowed learners to reflect on their improvements at the same time they raised self-awareness of progress and the whole process took students to the realization that they were developing generic skills useful for academic discourse. This chapter was also concerned with the effects of Ipsative assessment on self-directedness and lifelong learning.