In simple terms, competency‐based assessment is the assessment of a person's competence against prescribed standards of performance. Thus, if an occupation has established a set of, say, entry‐level competency standards, then these prescribe the standards of performance required of all new entrants to that occupation. Competency‐based assessment is the process determining whether a candidate meets the prescribed standards of performance, i.e. whether they demonstrate competence.
It is probably a truism that there is no such thing as a process of assessment that is without its critics. Whatever efforts are made to improve an instance of assessment, someone is bound to be unhappy with the process. Competency‐based assessment is therefore at a particular disadvantage since it is both new and unfamiliar to many people. This has meant that competency‐based assessment has aroused numerous and varied worries and objections from many quarters. In the process of researching assessment methods of professions in Australia, as the prelude to writing a guide on competency‐based assessment (Gonczi et al., 1993) the authors identified a number of worries and objections. Competency‐based assessment: (a) only assesses what is trivial or superficial; (b) is inherently unreliable in that it involves inference; (c) is inherently invalid, (d) represents a departure from traditional proven methods of assessment; (e) neglects the importance of knowledge; (f) focuses on outcomes to the neglect of processes; (g) relies on professional judgement, and hence is too subjective; (h) vainly tries to assess attitudes. This paper discusses each of these worries and objections and shows that none of them is decisive. While each of them points to an important issue about competency‐based assessment, the discussion will show that in each case a well‐designed competency‐based assessment system can overcome the worry or objection. 相似文献
Online daters construct their profiles to attract potential partners and viewers’ assessments are based on the content of dating profiles. However, little is known about the mechanisms or nature of the associations that connect variations in profile content to outcomes. This study examined the presence of selective self-presentation (SSP) and warranting content as predictors of viewers’ impressions and intentions to act on dating profiles. A national sample of online daters (N?=?316) provided their impressions and intended outcomes after viewing manipulated dating profiles. Results indicate that high levels of SSP decrease intentions to act on a dating profile because users find these profiles to be less socially attractive, whereas profiles with high warranting value increase positive outcomes by eliciting trust. 相似文献
To explore the role of media consumption as it relates to impressions of one’s nation, data were collected using a nationally generalizable sample of 979 American citizens over 6 different collection points before, during, and after the 2014 FIFA World Cup. Results showed a relationship between 4 nationalized qualities (patriotism, nationalism, smugness, and internationalism) and amount of World Cup media consumption. However, these reported qualities fluctuated very little over time, indicating that nationalized qualities are very hard-wired for most individuals, likely serving more as predictors of sports media consumption than effects of it. Relationships were also found between nationalized qualities and levels of fan identification toward the U.S. Men’s National Team. Conclusions related to applications to social identity theory and several other potential influences are articulated. 相似文献
There is a wealth of evidence suggesting that after being marginalised and excluded from school young people who attend Alternative Provision settings report positive relationships and experiences of learning. There is however very little research which explores the longer term outcomes of attending this sort of provision. Retrospective life history interviews were undertaken with 18 young adults in their early to mid-20s who had attended Alternative Provision in England. Interviews focused on schooling, exclusion, attending Alternative Provision and the impact of this on what they had done since leaving school up to their present situation. Analysis showed that the experience of attending Alternative Provision frequently constituted a turning point in a young person’s life story. This was due to the qualitatively different kind of social space experienced there. 相似文献
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
Computing is being introduced into the curriculum in many countries. Teachers’ perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where teachers were preparing for the mandatory inclusion of Computing into the curriculum. A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies. From the analysis of the data, extrinsic and intrinsic challenges were identified for both teachers and students. In addition, a variety of pedagogical strategies were recommended by teachers from their own practice. In categorising approaches taken by teaching to support students five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks. Further investigation could support whether these strategies can alleviate the challenges of teaching and learning of Computing for students and teachers. In particular developing student resilience in Computing is seen as a challenge while not many strategies are suggested. The results of this study will be useful for teachers who are new to the teaching of Computing. 相似文献
Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty... 相似文献
For a variety of reasons, education research can be difficult to summarize. Varying contexts, designs, levels of quality, measurement challenges, definition of underlying constructs, and treatments as well as the complexity of research subjects themselves can result in variability. Education research is voluminous and draws on multiple methods including quantitative, as well as, qualitative approaches to answer key research questions. With increased numbers of empirical research in Instructional Design and Technology (IDT), using various synthesis methods can provide a means to more deeply understand trends and patterns in research findings across multiple studies. The purpose of this article is to illustrate structured review or meta-synthesis procedures for qualitative research, as well as, novel meta-analysis procedures for the kinds of multiple treatment designs common to IDT settings. Sample analyses are used to discuss key methodological ideas as a way to introduce researchers to these techniques. 相似文献