ABSTRACT
At the heart of this innovation in assessment is the utilisation of flow theory in HE assessment design, process and experience. Flow refers to the optimal experience that often occurs in situations that bring deep enjoyment, satisfaction and irresistible spontaneity (Csikszentmihalyi, 1975). When experiencing a state of flow, there are: a balance between challenge and skill; clear goals and immediate feedback; a merging of action and awareness; deep concentration; a focus on the processes of a given activity rather than its outcomes; and a sense that time has accelerated. Using approaches primarily adopted in positive psychology, Csikszentmihalyi’s flow model was developed from research on individuals participating primarily in leisure activities and in certain work settings. It is acknowledged, however, that flow can be experienced in ‘a wide variety of activities and settings’ (Mannell and Kleiber, 1997: 90). Although the usefulness of introducing and applying flow within an educational context has been mooted (Csikszentmihalyi, 1997a and 1997b), little active research and/or discussion has analysed the benefits of introducing flow in HE.
