<i>Aspects of the competence‐performance distinction: Educational, psychological and measurement issues</i>

Wood, Robert E.; Power, Colin

doi:10.1080/0022027870190503

Cited by 61 publications

(27 citation statements)

References 18 publications

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“…the process of curriculum change (Boud, 1990;Galliers, 1989;Heron, 1981;Murphy & Torrance, 1988;Wood & Power, 1987). The development of self-assessment strategies in higher education is seen as part of a move towards a more democratic approach.…”

Section: Collaborative Assessmentmentioning

confidence: 98%

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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The debate surrounding assessment in education and the tensions it has caused is based upon conflicting ideologies in society. Enterprise in Higher Education and other initiatives have raised the awareness of staff to these issues and caused many of us to rethink the way in which we educate students. Changing the structure of assessment has enabled us to start adopting methods which are more student centred and appropriate to the demands of employers in particular and society as a whole more generally. There is a strong case for adopting a, more collaborative approach which breaks away from traditional norms and, while assessing students' abilities in a summative sense, helps them to develop an awareness of their strengths and weaknesses in a formative way.

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Section: Collaborative Assessmentmentioning

confidence: 98%

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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“…Competence is a deep and integrated structure that constitutes more than the sum of several orthogonal or discrete mentoring competencies. Wood and Power (1987) made this distinction clear: 'Specific skills, techniques, attitudes, and knowledge serve as competencies; but competence rests on an integrated deep structure ("understanding") and on the general ability to coordinate appropriate internal cognitive, affective, and other resources necessary for successful adaptation' (p. 414).…”

Section: Discussionmentioning

confidence: 99%

The frequency of advising and mentoring as salient work roles in academic job advertisements

Johnson

Zlotnik

2005

Mentoring & Tutoring: Partnership in Learning

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“…In the case of the traffic item therefore, we have a clear case of a question which seems to generate 'false positives' in assessment (121) terms (Wood and Power, 1987). Children are being awarded marks for 'non-mathematical' behaviour -as judged by 'esoteric' criteria.…”

Section: The Traffic Item: the Production Of False Positives?mentioning

confidence: 99%

Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing

Cooper¹,

Dunne²

1998

The Sociological Review

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Mathematics is a central part of the school curriculum. Alongside studies in the dominant language of a society, success and failure in the discipline play an important role in the distribution of opportunities to children and young people. Until fairly recently, in England and elsewhere, success in primary school mathematics was achieved by demonstrating a capacity to memorise, reproduce and use relatively simple algorithms. However, in recent years, there has been considerable change in primary school mathematics with an increasing stress being laid, at least rhetorically, on understanding, investigation and the application of mathematics in 'realistic' settings. It seems likely that such changes, in so far as they affect the form and content of National Curriculum assessment, will produce changes in who succeeds and who fails, ie in selective processes within schooling.The paper draws on preliminary results from an ESRC project which is examining National Curriculum assessment in mathematics for 10-11 and 13-14 year-old children in relation to class, gender and 'ability'. The paper examines the ways in which children from different sociocultural backgrounds approach assessment items which embed mathematics in supposedly 'realistic' contexts. Early data from the Key Stage 2 sample of 10-11 year olds will be presented which shows that there does seem be a social class effect in the response of children to 'realistic' items -one which leads to some working class children failing to demonstrate competences they have. The paper uses quantitative and qualitative methods, relating its findings to Basil Bernstein's account of sociocultural codesin particular his theorising of the social distribution of recognition and realisation rules for reading educational contexts -and to Bourdieu's theorising of habitus.

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Aspects of the competence‐performance distinction: Educational, psychological and measurement issues

Cited by 61 publications

References 18 publications

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

The frequency of advising and mentoring as salient work roles in academic job advertisements

Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing

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