1.3 Methodology

accordance with this analysis” (Boud & Soler, 2016, p. 409). Key elements of developing informed judgement from the perspective of the learner include: (1) identifying oneself as an active learner; (2) identifying one’s own level of knowledge and the gaps within this; (3) practising testing and judging; (4) developing these skills over time; and (5) embodying reflexivity and commitment. Sustainable assessment demands that learners make conscious comparisons between selfassessments and assessments by teachers, peers and other stakeholders, and that responsibility for the assessment process must gradually shift from the teacher to the students, because, after graduation, the latter will need to drive their own learning (Boud & Soler, 2016).

Source: Bound et al. (2016), p. 11.

1.3 Methodology

The objective of this project is to operationalise the six-dimension assessment model; it aims to determine whether or not practitioners find it a useful tool and what changes are needed to make it readily accessible and useable.

We undertook this project using a simple qualitative design, whereby participants were asked to use the assessment heuristics to review and reflect on their own approaches, practices and experiences of assessment. They were engaged in facilitated group discussions on the results, and their thoughts and responses to the six dimensions of assessment. One workshop on assessment and two focus group discussions on the assessment heuristics were conducted. There were 27 participants in the workshop, 20 participants in the first FGD and 19 participants in the second FGD. This is a total of 66 respondents who are adult educators, instructors, lecturers, curriculum developers, training managers and learners in the CET sector. Data from the workshop and focus group discussions and artefacts (the completed heuristics and activity sheets) were analysed iteratively. A simple thematic analysis was used to identify responses to the six-dimension model and the assessment heuristics.