Dear Gabriele,
Thank you for your message. I understand your problem.
We publish what has in many fields become the classic text on competency-based assessment via portfolios - particularly assessment of higher-level competencies such as design skills - Cooper, T. Portfolio Assessment: A Guide For Students, Praxis Education: Quinns Rocks. This text, and the use of a Commentary, addresses the assessment problems for cases of anxiety that you described. The text is available at https://www.praxiseducation.com/index.php/product/2-portfolio-assessment-a-guide-for-students
Information about the importance of using a Commentary in competency-based assessment is available in: Love, T. and Cooper, T. (2010). The Central Role of Commentary on Evidence in E-Portfolios. In N. Buzzetto-More (Ed) The E-Portfolio Paradigm: Informing, Educating, Assessing and Managing with E-Portfolios. Santa-Rosa, California: Informing Science Press (pp. 267-288) available from https://www.love.com.au/docs/2010/commentary.pdf
Best wishes,
Terence
==
Dr Terence Love,
School of Design and Built Environment, Curtin University, Western Australia
CEO, Design Out Crime and CPTED Centre
PO Box 226, Quinns Rocks, Western Australia 6030
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+61 (0)4 3497 5848
ORCID 0000-0002-2436-7566
==
-----Original Message-----
From: PhD-Design - This list is for discussion of PhD studies and related research in <[log in to unmask]> On Behalf Of Gabriele Ferri
Sent: Saturday, 2 March 2019 3:28 AM
To: [log in to unmask]
Subject: Anxiety and assessments
Hi all,
I'm looking for advice. In the MSc program I coordinate, we have two competence-based (vs. skill-based) assessments/exams. These are 60-mins interviews with a panel of assessors, where students discuss their work and answer questions pertaining projects that took place in the past semester.
These are the main, principal assessments in the academic year.
A student just presented medical documents certifying an anxiety disorder, and asked for an alternative format. The school's psychological counsellor and I are at a loss here. The point of a verbal assessment is to probe, through q&a, a student's ability to defend and support their design choices.
Other formats (e.g. a written essay) lose the fundamental quality of showing whether one can think on their feet vis-à-vis their design process.
On the other hand, I respect that anxiety is an objective medical condition, and I realize I should be able to accommodate. I just don't know how!
Any ideas?
Cheers
G:
Gabriele Ferri, Ph.D.
Tenured lecturer & researcher // M.Sc. Digital Design // Play & Civic Media Amsterdam University of Applied Sciences
www.gabrieleferri.com
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