Assessment in the zone of proximal development: simulator-based competence tests and the dynamic evaluation of knowledge-in-action

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2021-11-02 DOI:10.1080/19463014.2021.1981957
Charlott Sellberg, Mona Lundin, R. Säljö
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引用次数: 5

Abstract

ABSTRACT The background of this article is an interest in analysing how assessment of professional skills is conducted in higher education contexts, drawing on video data from a course on maritime navigation. The empirical study focuses on a) how students working in a bridge simulator are able to display their knowledge about how to calculate the relation between rate of turn, turn rate and speed when navigating, and b) how their performance is evaluated. The results show that the dynamics of the assessment situation and the interaction between the student and the assessor are decisive in how well students manage the task. When analysing assessment of a professional skill as a concrete practice, knowledge emerges through joint work and cannot be ascribed to the student only. At one level, this may be seen as a threat to the validity of the testing situation, but from a different perspective, the display of knowledge-in-action is always responsive to what happens in the exercise of a professional skill.
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最近发展区评估:基于模拟器的能力测试和行动中的知识的动态评估
本文的背景是分析如何在高等教育背景下进行专业技能评估的兴趣,借鉴了海上导航课程的视频数据。实证研究的重点是a)在桥梁模拟器中工作的学生如何能够展示他们在航行时如何计算转弯速率,转弯速率和速度之间关系的知识,以及b)如何评估他们的表现。结果表明,评估情况的动态以及学生与评估者之间的互动对学生如何管理任务起着决定性的作用。当把一项专业技能作为具体实践来分析评估时,知识是通过共同工作产生的,不能只归于学生。在一个层面上,这可能被视为对测试情境有效性的威胁,但从另一个角度来看,行动中的知识的展示总是对专业技能练习中发生的事情做出反应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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