Collaborative display of competence: A case study of process-oriented video-based assessment in schools

Abstract

This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-oriented assessment in ways that allow for assessing students’ collaborative work.