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.

摘要

最近的反馈文献强调学习者在反馈过程中的积极作用以及反馈设计的程序化方法。这篇概念性论文论证了自比过程的重要性，即关注学习者进步的过程作为满足这两个要求的机制。它表明自办过程的迭代性质可以鼓励有效的、以学习者为中心的反馈，并且跨多个任务的实施可以促进后续工作中反馈的吸收。本文利用自我决定理论，讨论了自决反馈过程如何创造条件，培养学生对自主性、能力和相关性的看法，从而培养学生参与反馈的动力。参照两种教学实践来说明自理过程的实施。