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?