 |
 |
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 [log in to unmask] [log in to unmask] +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 ----------------------------------------------------------------- PhD-Design mailing list <[log in to unmask]> Discussion of PhD studies and related research in Design Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design ----------------------------------------------------------------- ----------------------------------------------------------------- PhD-Design mailing list <[log in to unmask]> Discussion of PhD studies and related research in Design Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design -----------------------------------------------------------------