Questions that are flying round my head and I need to refine more and get answers to.

I started to refine the questions after more thinking and research. Yes/no answers are not a good idea even when followed by open ended questions. Research suggests people are more inclined to select yes, even if the answer is no (Berg and Rapaport 1954)

https://www.netquest.com/blog/en/balanced-questions-reduce-yes-responses

Are staff/students happy with the way assessment currently works? / What is their experience of assessment?

WORD PROMPTS: process, making, experimentation, risk, value, end product

Where is the value of work placed in assessment?

What would they change?

What motivates you to do your work?

What do staff/students think technical input to assessment could look like?

How would you feel about technicians input into assessment? what do you think it would change?

How do academics use informal technical assessment to inform marking?

How can we make communication between technicians, academics and students more consistent? Do you think there is enough cohesion?

How do you perceive the technical academic relationship within your course?

Can you tell me your experiences of technical teaching and academic teaching?

What do you think is the focus of assessment?

How do you feel about purely digital submission on a 3D physical making course?

Loose themes: learning motivation and purpose for marking/ hierarchies/ communication-transparency-cohesion/community of practice