Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers
DOI:
https://doi.org/10.48017/dj.v9i2.2964Keywords:
Ipsative Assessment, Philippines, Narrative literature review, Mathematics education, TeachersAbstract
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.
Metrics
References
Aranzo, R., Damicog, M., Macahito, C., Reyes, A. Tancio, K., & Luzano, J. (2023). A Case Analysis of the Strategies of Students in Learning Mathematics amidst Academic Disruption. International Journal of Multidisciplinary Approach and Studies, 10(2), 1-15.
Baron, H. (1996). Strengths and limitations of ipsative measurement. Journal of Occupational and Organizational Psychology, 69, 49-56. https://doi.org/10.1111/J.2044-8325.1996.TB00599.X.
Buabeng, I., Atingane, A., & Amoako, I. (2019). Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.616617.
Connor, C., Mazzocco, M., Kurz, T., Crowe, E., Tighe, E., Wood, T., & Morrison, F. (2017). Using assessment to individualize early mathematics instruction. Journal of school psychology, 66, 97-113 . https://doi.org/10.1016/j.jsp.2017.04.005.
Ferrari, R. (2015). Writing narrative style literature reviews. Medical Writing, 24, 230-235. https://doi.org/10.1179/2047480615Z.000000000329.
Gersten, R., Jordan, N., & Flojo, J. (2005). Early Identification and Interventions for Students With Mathematics Difficulties. Journal of Learning Disabilities, 38, 293 - 304. https://doi.org/10.1177/00222194050380040301.
Getter, H., & Nowinski, J. (1981). A free response test of interpersonal effectiveness. Journal of personality assessment, 45 3, 301-8. https://doi.org/10.1207/S15327752JPA4503_12.
Hughes, G. (2011). Towards a personal best: a case for introducing ipsative assessment in higher education. Studies in Higher Education, 36, 353 - 367. https://doi.org/10.1080/03075079.2010.486859.
Hughes, G. (2017). Introducing Ipsative Assessment and Personal Learning Gain: Voices from Practitioners and the Themes of the Collection. , 1-23. https://doi.org/10.1057/978-1-137-56502-0_1.
Kamhawy, R., Chan, T., & Mondoux, S. (2020). Enabling positive practice improvement through data-driven feedback: A model for understanding how data and self-perception lead to practice change. Journal of evaluation in clinical practice. https://doi.org/10.1111/jep.13504.
Kuhfeld, M., & Soland, J. (2020). Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses. Psychological methods. https://doi.org/10.1037/met0000367.
Liu, Y., Visone, J., Mongillo, M., & Lisi, P. (2019). What matters to teachers if evaluation is meant to help them improve? Studies in Educational Evaluation. https://doi.org/10.1016/J.STUEDUC.2019.01.006.
Lutovac, S., & Flores, M. (2021). Conceptions of assessment in pre-service teachers’ narratives of students’ failure. Cambridge Journal of Education, 52, 55 - 71. https://doi.org/10.1080/0305764X.2021.1935736.
Luzano, J. F. (2020). Development and Validation of Strategic Intervention Materials (SIMs) of the Selected Topics in Trigonometry of Precalculus Discipline in Senior High School. Journal of Mathematics and Statistics Studies, 1(2), 26–37.
Luzano, J. & Ubalde, M. (2023). Notable Accounts of the Professional Practice of Tertiary Mathematics Teachers in the Philippines. Science International (Lahore), 35(2), 129-133.
Luzano, J. (2023). The Interplay of Conceptual Understanding and Problem-Solving Competence in Mathematics. International Journal of Multidisciplinary Approach and Studies, 10(2), 89-97.
Luzano, J. (2023). Revolutionizing Calculus Education on Flexible Learning: A Tale of Students in a State University. International Journal of Arts, Humanities and Management Studies, 9(11), 30-37.
Luzano, J. (2024). Assessment in Mathematics Education in the Sphere of Artificial Intelligence: A Systematic Review on Its Threats and Opportunities. International Journal of Academic Multidisciplinary Research, 8(2), 100-104.
Luzano, J. (2024). Robustness of Quantitative Research Methods in Mathematics Education. International Journal of Academic and Applied Research, 8(3), 55-58.
Luzano, J. (2024). Exploring Gender-Inclusive Pedagogical Strategies in Mathematics. International Journal of Academic Pedagogical Research, 8(3), 39-42.
Luzano, J. (2024). Dichotomies of Mathematics Classroom Discourses in Higher Education: A Systematic Review. International Journal of Academic Multidisciplinary Research, 8(3), 84-87.
Luzano, J. (2024). A Scoping Review of the Professional Practices and Standards in Mathematics in Higher Education. Journal of Harbin Engineering University, 45(3), 1 – 6.
Luzano, J. (2024). Strategic Foresight in Mathematics Education: A Post-COVID Integrative Assessment. International Journal of Academic and Applied Research, 8(4), 138-144.
Luzano, J. (2024). An Integrative Review of AI-Powered STEM Education. International Journal of Academic Pedagogical Research, 8(4), 113-118.
Luzano, J. (2024). Pedagogical Influence of an AI Chatbot Gemini in Mathematics Education. International Journal of Academic Pedagogical Research, 8(4), 107-112.
Luzano, J. (2024). Transformational Learning Experiences on Productive-Failure Approach in Mathematics. International Journal of Academic Pedagogical Research, 8(4), 54-58.
Luzano, J. (2024). Success Initiatives of Mathematics Educators as Inspired by Taylor Swift’s Commencement Address at New York University. International Journal of Academic Multidisciplinary Research, 8(4), 14-20.
Luzano, J. (2024). Physical and Psychological Well-being of Higher Education Students in Mathematics Context. International Journal of Academic Multidisciplinary Research, 8(4), 10-13.
Malecka, B., Ajjawi, R., Boud, D., & Tai, J. (2021). An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education, 47, 801 - 815. https://doi.org/10.1080/02602938.2021.1968338.
Malecka, B., & Boud, D. (2021). Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education, 28, 1761 - 1776. https://doi.org/10.1080/13562517.2021.1928061.
Nishizuka, K. (2022). Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. SAGE Open, 12. https://doi.org/10.1177/21582440221094599.
O’Leary, J. (2019). Introduction to Ipsative Assessment. Proceedings of the 50th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3287324.3293776.
Pang-an, A., Arceno, J., Tantog, A. Alayon, M., & Luzano, J. (2022). Learning Experiences of College Students in Mathematics in the Modern World during Synchronous Classes. International Journal of Academic Multidisciplinary Research, 6(10), 89-97.
Penn, P., & Wells, I. (2018). Making assessment promote effective learning practices: An example of ipsative assessment from the School of Psychology at UEL. Psychology Teaching Review. https://doi.org/10.53841/bpsptr.2018.24.2.70.
Podgoršek, M., & Lipovec, A. (2017). Self-Assessment Ability of Pre-Service Teachers. New Educational Review, 48, 213-223. https://doi.org/10.15804/TNER.2017.48.2.17.
Robitschek, C., Ashton, M., Spering, C., Geiger, N., Byers, D., Schotts, G., & Thoen, M. (2012). Development and psychometric evaluation of the Personal Growth Initiative Scale-II.. Journal of counseling psychology, 59 2, 274-87 . https://doi.org/10.1037/a0027310.
Ross, J., & Bruce, C. (2007). Teacher Self-Assessment: A Mechanism for Facilitating Professional Growth.. Teaching and Teacher Education, 23, 146-159. https://doi.org/10.1016/J.TATE.2006.04.035.
Scammacca, N., Fall, A., & Roberts, G. (2015). Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution. Journal of Research on Educational Effectiveness, 8, 366 - 379. https://doi.org/10.1080/19345747.2014.952464.
Szabo, Z., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills. Sustainability, 12, 10113. https://doi.org/10.3390/su122310113.
Tanujaya, B. (2017). Application of Assessment as Learning in Mathematics Instruction. , 140-145. https://doi.org/10.2991/SEADRIC-17.2017.30.
Veldhuis, M., & Heuvel-Panhuizen, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement. Mathematics Education Research Journal, 1-23. https://doi.org/10.1007/S13394-019-00270-5.
Verger, A., Parcerisa, L., & Fontdevila, C. (2018). The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms. Educational Review, 71, 30 - 5. https://doi.org/10.1080/00131911.2019.1522045.
Webster, B., & Fisher, D. (2003). School-Level Environment and Student Outcomes in Mathematics. Learning Environments Research, 6, 309-326. https://doi.org/10.1023/A:1027383925394.
Zhou, J., & Zhang, J. (2017). Using Ipsative Assessment to Enhance First-Year Undergraduate Self-Regulation in Chinese College English Classrooms. , 43-64. https://doi.org/10.1057/978-1-137-56502-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jay Fie Luzano
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
