+ PROFAS FOR EDUCATION
Teach the examination.
Make the process visible.
A practical environment for students to examine imagery, document observations, explain an evaluation and reflect on feedback. Designed to support forensic science teaching and supervised practice.
01 / PRACTICAL EXERCISES
Build an exercise around the learning objective.
Define the task, select the comparison material and set the rubric. Guide students through a complete examination or focus an exercise on a particular skill.
- Observation and feature recognition
- Contemporaneous notes and uncertainty
- Comparative reasoning and evaluation
02 / THE STUDENT EXAMINATION
Give the first attempt its own record.
Students work through the examination and submit their observations and evaluation before opening reference material or feedback. Educators can review that initial contribution in context.
03 / SPOKEN EXPLANATIONS
Give students a way to explain their approach.
Where the exercise protocol enables it, students can speak their observations, review the transcript and record their chosen wording. Educators can replay linked recordings and add audio-backed feedback to the submitted attempt.
- Practise describing features, uncertainty and limitations
- Discuss the wording alongside the source imagery
- Keep initial work and feedback distinguishable
The teaching aim is to support explanation and reflection. Spoken commentary provides material for discussion alongside the student’s recorded annotations and evaluation.
04 / SPECIFIC FEEDBACK
Discuss the evidence behind the answer.
Connect educator feedback to the submitted attempt. Refer to a particular feature, note or interpretation when explaining strengths, alternatives and areas for further work.
05 / REFLECTIVE PRACTICE
Explore how the work changes.
Students can revisit an examination after feedback and create linked later work. The original and subsequent attempts provide a basis for discussing the development of their approach.
06 / TEACHING & EDUCATIONAL RESEARCH
Create a platform for learning research.
The aim is to support structured practice and evidence-linked assessment, while giving educators a way to investigate learning transfer, documentation, uncertainty and feedback.
07 / UNIVERSITY COLLABORATION
Bring PROFAS into a practical teaching sequence.
Start with a course objective and a focused set of exercises. Develop the materials, guidance and assessment approach with the academic team.
LET'S DEFINE THE NEXT QUESTION
Explore a teaching collaboration.
A research question, a teaching exercise or a comparative examination workflow. Start with the intended use.
Discuss a project