Original version
Teaching and Teacher Education : An International Journal of Research and Studies. 2023, 121:103948, DOI: https://doi.org/10.1016/j.tate.2022.103948
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.