Competency Discourses: An Analysis of Secondary and Tertiary Assessments

Autor/in	McNaughton, Susan M.
Titel	Competency Discourses: An Analysis of Secondary and Tertiary Assessments
Quelle	In: Higher Education Research and Development, 32 (2013) 6, S.975-992 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2013.806443
Schlagwörter	Foreign Countries; Discourse Analysis; Educational Assessment; Secondary School Science; Academic Achievement; Competence; Clinical Experience; Performance Based Assessment; Psychomotor Objectives; Affective Objectives; College Freshmen; Psychomotor Skills; Cognitive Ability; Chemistry; College Science; Science Instruction; Language Usage; Biology; Allied Health Occupations; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Diskursanalyse; Education; assessment; Bewertungssystem; Schulleistung; Kompetenz; Leistungsermittlung; Psychomotorisches Lernziel; Studienanfänger; Psychomotorische Aktivität; Denkfähigkeit; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; Biologie; Gesundheitsberuf; Neuseeland
Abstract	Analysis of a sample of assessment tasks used in New Zealand first-year clinical and final-year secondary school Biology and Chemistry National Certificate of Educational Achievement summative assessments was conducted to assess whether similarities and differences existed in secondary and tertiary competency discourses. Findings suggested significant differences in language-in-use, especially in the psychomotor and affective domains of learning, reflecting different themes and ideologies. The suggested implication was a lack of preparedness for tertiary clinical learning that focuses on performance-based assessment of the affective and psychomotor domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10