Threshold concepts represent the most troublesome and transformative knowledge within a discipline and they have been afforded increasing amounts of attention over the past decade. The chapter argues that critical thinking represents a threshold concept and that the principles of ipsative assessment, that emphasise the need to focus on the process not the product of learning, may provide a useful vehicle to support passage through the liminal tunnel en route to threshold transformations. The chapter draws on a case study from a postgraduate taught induction programme for Education students at a research intensive university to support the suggestion that ipsative self-assessment can serve as a useful pedagogical tool to facilitate student progress through the liminal tunnel and subsequent mastery of threshold concepts.
CITATION STYLE
Rattray, J. (2017). Assessing liminality: The use of ipsative formative assessment during a postgraduate taught induction programme to support the development of criticality. In Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies (pp. 149–171). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56502-0_8
Mendeley helps you to discover research relevant for your work.