Abstract

This paper outlines a case study of an assessment development process which contrasts with more recent ‘top-down’ trends in assessment which tend to leave assessment development processes opaque to users. This paper describes the processes of a collaborative, multi-agency project which set out to develop an assessment framework which would appropriately recognise the various skills present in the Higher Education Field Academy; a widening participation programme aiming to boost the educational aspirations, enthusiasm and attainment of secondary school students through their engagement in archaeological excavation. The case study describes the stages of building an assessment framework that was sympathetic to the intentions of a learning programme whilst providing robust observation-based outcomes that avoided heavy assessment processes that could corrupt learning relationships. The challenges involved in this development process have important parallels with vocational assessment; not least in providing an example of a localised development of an observation-based assessment model which can be used in diverse settings. The insights gained from this case study are useful for others who are engaged in localised assessment development processes.