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dc.contributor.authorKelly, Ann
dc.contributor.editorWyattSmith, C
dc.contributor.editorCumming, JJ
dc.date.accessioned2017-05-03T12:47:39Z
dc.date.available2017-05-03T12:47:39Z
dc.date.issued2009
dc.date.modified2010-08-19T07:05:05Z
dc.identifier.isbn978-1-4020-9963-2
dc.identifier.doi10.1007/978-1-4020-9964-9_13
dc.identifier.urihttp://hdl.handle.net/10072/29416
dc.description.abstractIn this chapter I argue that there are oral communication competencies that workers have developed and use to effect in their everyday practices but which have not been articulated and thus are not recognised in assessment measures related to training packages. The analysis of recordings of the talk used in authentic tasks, through which such competencies are made visible, can offer one way to ensure that such competencies become not only available for assessment but also available for formal recognition and credit for trainee employees. Conversation analysis, a broad term that includes the analysis of a range of types of talk, has rarely been used for this purpose1 and I argue that its application within the vocational education and training sector would increase the repertoire of trainers' and teachers' assessment methods in a valuable way. For readers outside this particular educational sector, however, the analyses of talk that enacts specific practices may also be a worthwhile addition to their pedagogical repertoire.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Verlag
dc.publisher.placeNew York
dc.publisher.urihttps://www.springer.com/gp/book/9781402099632
dc.relation.ispartofbooktitleEducational Assessment in the 21st century: Connecting Theory and Practice
dc.relation.ispartofchapter13
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom245
dc.relation.ispartofpageto262
dc.rights.retentionY
dc.subject.fieldofresearchVocational education and training curriculum and pedagogy
dc.subject.fieldofresearchcode390114
dc.titleArticulating tacit knowledge through analyses of recordings: Implications for competency assessment in the vocational education and training sector
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorKelly, Ann B.


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