This paper discusses a study on the development of process based assessment in nurse education in a university setting. Findings from earlier studies show that process based assessment can support constructive dialogue between student and teacher in relation to the subject (Bergström & Granberg, 2007). Dialogue is seen as important in bridging the transactional distance between the learner and the teacher in distance education (Moore, 1991, 2007). This is also seen as a relative concept that is especially to applicable to working in online contexts. In this context dialogue has the purpose of supporting the development of a discursive relationship between the teacher and the learner (Gorsky & Caspi, 2005). The term dialogue is taken to signify exchanges that are facilitative, constructive and positive and is preferred to the term interaction, which as Moore (ibid) highlights can signify relationships that are controlling and manipulative. Given this interest in the promotion of dialogue through the development of process based assessment, a three stage model has been developed for use in online courses in the Department of Interactive Media and Learning at Umeå University since 2005. The aim of this model is to integrate the formative and summative purposes of assessment. The model focuses on students’ previous knowledge at the start of the course, reflections on their experience during the course and finally on their learning on completing the course. The aim of this study is to gain a better understanding of what characterises process-based assessment for learning from the perspectives of both students and teachers. The research questions being addressed in this study are: - How do students and teachers experience process-oriented assessment with both formative and summative purposes? - What power relations can be identified and described between the teacher and the student when students construct their own knowledge in process-oriented assessment for learning? - How do students and teachers experience this culture of assessment particularly in terms of the significance and meaning of ICT? In relation to learning to learn, Boud and Falchikov (2006) argue that in formative and summative assessment the students are the object of assessment and that this must be changed so that students become assessors of their own learning. The uniqueness of online learning lies in its multidimensional forms of communication and interaction which require particular skills in terms of autonomy on the part of the students (Garrison and Anderson, 2003). Furthermore Garrison and Baynton (1987) describes skills necessary for the exercise of full autonomy on the part of the learner in terms of control, power and support.

This study focuses on the experiences of eight female students with previous work experience as nurses and two female teachers who have been involved in using process based assessment. The context of the study was a 15 credit distance learning course at a Swedish university at in nurse education for specialists during the autumn semester of 2007 involving a group of forty four students. Qualitative data was collected from a questionnaire to all students, in-depth interviews with both teachers and also with a sample of eight students. Finally an analysis of the students’ ICT supported process documents was carried out. Data has been analysed from a theoretical perspective based on the theory of transactional distance and initial outcomes have highlighted tensions between dialogue and limited interaction and between engagement and superficial control.

It is expected that the outcomes of this study will be provide insights on the nature of dialogue and interaction in online learning, on the conditions necessary for student engagement and on the ways in which power relations can operate to help or hinder student learning. It is expected that this will contribute towards a better theoretical and practical understanding of process based assessment for learning in higher education.