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dc.contributor.authorKelly, Annen_US
dc.contributor.editorClaire Wyatt-Smith & Joy Cummingsen_US
dc.date.accessioned2017-05-03T12:47:39Z
dc.date.available2017-05-03T12:47:39Z
dc.date.issued2009en_US
dc.date.modified2010-08-19T07:05:05Z
dc.identifier.isbn9781402099632en_US
dc.identifier.doi10.1007/978-1-4020-9964-9_13en_AU
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringer Verlagen_US
dc.publisher.placeNew Yorken_US
dc.publisher.urihttp://www.springerlink.com/en_AU
dc.relation.ispartofbooktitleEducational Assessment in the 21st century: Connecting Theory and Practiceen_US
dc.relation.ispartofchapter13en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom245en_US
dc.relation.ispartofpageto262en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchVocational Education and Training Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130213en_US
dc.titleArticulating tacit knowledge through analyses of recordings: Implications for competency assessment in the vocational education and training sectoren_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorKelly, Ann B.


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