This may serve as a first approximation of the structure of the process
of generating an assessment text.
The assessment text can be anything from formal assessment documents
of the old traditional ‘tick box’ format to research based portfolios.
Personally I favour increasing the research based dimension of producing
assessment texts because they provide a basis for independent re-examination.
However, the structure represented here is still insufficient to meet the
vision I sketched of serving the function of facilitating a community
of intelligence. In some way the research based activity must be
assessed not simply for its relevance to the individual’s own learning
but also for its contribution to immediate, short, medium and long term
practice. Hence:
