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: