1. Why assess process?

2. What are we looking for when we assess process ?

3. What are the difficulties in assessing process?

4. What practices address these difficulties?

5. Some principles of assessing process

Workshop Overview

development of metacognitive skills may enhance performance develops of intellectual awareness assists identification and development of transferable skills rewards 'working out' and exploration rewards learning from experience rewards creative and intellectual contributions rewards development rather than just achievements enables a sense of individual ownership of the work/process. may differentiate individual input within a group project

Why Assess Process ?

effective planning

minutes/action plans/proposals time management

schedules, log books, monitoring resource management

budget records, monitoring investigation or application of theoretical/ intellectual models

or taught practice

vivas /presentations/ reflective essays

What are we looking for when we assess process ? (I)

role skills & protocols (director/actor/technician)

supervision, observation, viva, written examination

interpersonal skills & team working

observation/ logs/ peer assessment

problem-solving

log books/supervision

flexibility

observations/vivas, logs

self-awareness

vivas/logs/reflective essays

What are we looking for when we assess process ? (II)

Difficulties in assessing process for staff

group formation

process unseen

differentiating individual contribution

Identifying which processes we wish to assess

distinguishing effort from learning

effect of interpersonal relationships between staff and students

modes of assessment used to evaluate process may favour

different skills over those required for the process (writing over

doing)

gaps between narratives of process and actual behaviour

Difficulties in assessing process for students

group formation

differentiating individual contribution

ability of students to adapt to potentially new learning

techniques/experiences.

distinguishing effort from learning

effect of interpersonal relationships between students

responsibility over the creative process for students may lead

to greater insecurity/anxiety.

lack of self-awareness

Difficulties in assessing process for institutions

group formation through systemic constraints weak evidence base evidence not recoverable open to contest /litigation

may not meet all of QAA Assessment principles

What practices address these difficulties?

a) training in relevant processes

b) planning the process

c) assessing implementation

d) reflecting on the process

The aim of assessing process should be to enable students to learn from their experience so that they could deal effectively with a similar challenge

Assess learning not effort.

Distinguish assessment from discipline issues.

Ensure the regulatory framework supports your work.

We should know what we are looking for when we are assessing

process.

Some principles in assessing process (i)

The mode of assessment should provide a valid measure.

Students should be trained in processes, particularly if these

processes are to be assessed.

Formative assessment will aid effective processes, if it is timely.

To be effective, feeback should be: timely, focused, and enable the

students to take action.

Reflection is best seen as an ongoing process on which tutors can

provide invaluable feedback

Some principles in assessing process (ii)

Why is it important to you to assess process?

Are your process criteria medium specific?

Are you using one source of evidence for your judgements about a

process?

Are you rewarding individuals when what you value is group

collaboration?

Would someone else assess the students at the same level?

How does your assessment address student diversity?

When do you give feedback to students?

Could your students tackle a similar task better?

Some things to consider: