1 . Why assess process? 2. What are we looking for when we assess process ? 3. What are the difficulties in assessing

1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. What practices address these difficulties? • a) training in relevant processes • b) planning the process • c) assessing implementation • d) reflecting on the process

9. 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.

10. 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

11. 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?