Publication details for Dr Julie RattrayRattray, 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 Learning Gain: International Case Studies. Hughes, G. London: Palgrave Macmillan. 149-171.
- Publication type: Chapter in book
- ISSN/ISBN: 9781137565013, 9781137565020
- DOI: 10.1057/978-1-137-56502-0_8
- Further publication details on publisher web site
Author(s) from Durham
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.