The transformative potential of ipsative assessment in post-primary mathematics: a philosophical analysis

High levels of mathematical competence are perceived to be crucial for the economic growth of a country, and to ensure its international competitiveness. The study of mathematics equips students with logical and problem-solving skills, and mathematical proficiency is also a prerequisite for many other scientific, economic, engineering, and computing disciplines. It is therefore problematic that the transition from primary to post-primary education often negatively impacts upon students’ performance in mathematics, and their affective relationships with the discipline. Several factors have been identified as contributing to this retrogression in mathematical outcomes, including the influence that preparation for high-stakes summative assessments, which is generally given greater priority at post-primary level, may have on students’ self-efficacy in, and enjoyment of, mathematics as a subject. This paper argues, from a philosophical perspective, that ipsative assessment, i.e., the assessment of students’ personal growth and progress in mathematics, has the potential to impact positively upon students’ achievement in, and attitudes towards, post-primary mathematics.