Workshop Overview 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

Why Assess Process ? 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

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

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

Some principles in assessing process (i) 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 (ii) 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 things to consider: 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?