Assess process over product using staged, connected tasks with iterative evidence¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy designs assessments as sequences of interconnected tasks with guidance at each stage, assessing the workflow rather than only the final output. Students may submit GenAI prompts, reflective commentaries, planning notes, or time-stamped drafts, and assignments are sequenced to culminate in a final project. The article reports this "mirrors real-world documentation and enhances integrity" and deepens learning while reducing misconduct risks.

Design Implications¶

Context¶

Requirements¶

• Ongoing feedback at each stage
• Multiple submission cycles of feedback and revision

Constraints¶

Target Learners¶

• ICT tertiary students

Target Learning Goals¶

• Higher-order thinking, authentic documentation practices, academic integrity

Related Strategies¶

• Ongoing Feedback
• Use a mixed-methods assessment sequence: diagnostic inventory, structured verification tasks, and discipline-specific critique or workflow-design assignments
• Understanding By Design Unit Template
• Replace detector-centred assessment with a four-stage process-oriented model: declared starting point, versioned drafting, process artefacts, and targeted oral verification
• Scaffolded critique-of-AI-output assignment sequence with paired verification of individual understanding
• Require process transparency artefacts: process logs, prompt records, reflective commentaries and oral defences

Examples¶

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Key Sources¶

• Ahangama. (2026). Designing assessments in the generative AI era: A tailored assessment framework for ICT tertiary education. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00582-0