Assessment grades provide a final result typically regarded as an indicator of how well a student has mastered the concepts underlying assessment tasks. Student knowledge is normally derived from a dimension whose metric is the amount of correctly completed tasks. This result is outcome-based and indicative of what was done, without consideration of how it was done. This paper proposes that a complete assessment requires more ; that information regarding how students atternpt assessment tasks

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... also necessary to provide a feedback mechanism for future assessment and teaching content. This paper presents a proposed research direction for an ongoing Australian project D. Watson et al. (eds.), Networking the Learner