Combination of Ipsative and Sociomaterial Assessment Methodologies within University-Level Science Education

Abstract

This article presents a comprehensive exploration of ipsative and sociomaterial assessment methodologies, dissecting their theoretical frameworks, practical implementations, and the resultant effects on educational paradigms. The purpose of this article is to introduce a combined ipsative-sociomaterial assessment framework for science education at universities. The potentials of this novel assessment methodology to influences student engagement, knowledge retention and educator practices are explored. Through a detailed analysis of existing literature and case studies, the article seeks to understand how these methods can transform science education. Four key themes are emerging: science education naturally leads to sociomaterial assessment, enhancing learning through ipsative feedback, measuring personal learning gain, and reconciling ipsative with conventional assessment practices in the era of generative AI. Practical aspects of implementation in different online learning environments are discussed as well as institutional challenges that must be overcome. It is concluded that ipsative-sociomaterial assessment represents a transformative, yet natural approach in science higher education with the promise to enhance the educational experience and to provide a richer, more accurate reflection of student learning and achievement.