This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University

In Competence in Performance, Charles L. Briggs explores the nature of the gift of oral performance and the competence that underlies that ability. His study focuses on rural Hispanic communities in northern New Mexico. There, individuals, particularly older people, are highly respected for their ability to use language both beautifully and persuasively, prompting their listeners to look beyond appearances to grasp the deeper meaning of the performance. Briggs elucidates the contributions of each genre--proverbs, scriptural allusions, jokes, legends, treasure tales, hymns and prayers--to the Mexicans' struggle to survive as a community, showing how the meaning of a given performance arises from a creative interaction between the worlds of reality and imagination. The author argues that the differing ways in which each performance, performer, and genre relate text and context underlie the power and creativity of verbal art and he suggests that analyzing this process will provide crucial insights into the nature of communicative competence in general. Competence in Performance will be of interest to scholars and students of folklore, anthropology, linguistics, and oral history, was well as ethnomethodology and literary criticism.

This volume explores the competence/performance distinction with reference to second language acquisition.

This book provides analysis of 650 jobs, based on 20 years of research using the McClelland/McBer job competence assessment (JCA) methodology. It includes generic job models for entrepreneurs, technical professionals, salespeople, service workers and corporate managers. Defines JCA and describes in detail how to conduct JCA studies. Suggests future directions and uses for competency research.· The Concept of Competence· A Competency Dictionary· Developing a Model· Findings: Generic Competency Models· Competency-Based Applications

How does a parser, a device that imposes an analysis on a string of symbols so that they can be interpreted, work? More specifically, how does the parser in the human cognitive mechanism operate? Using a wide range of empirical data concerning human natural language processing, Bradley Pritchett demonstrates that parsing performance depends on grammatical competence, not, as many have thought, on perception, computation, or semantics. Pritchett critiques the major performance-based parsing models to argue that the principles of grammar drive the parser; the parser, furthermore, is the apparatus that tries to enforce the conditions of the grammar at every point in the processing of a sentence. In comparing garden path phenomena, those instances when the parser fails on the first reading of a sentence and must reanalyze it, with occasions when the parser successfully functions the first time around, Pritchett makes a convincing case for a grammar-derived parsing theory.

What People Have Said About Human Competence: "Among the ideas bulging from this classic work: performance exemplars, potential for improving performance, behavior-accomplishment distinction, performance matrix, ACORN troubleshooting test, performance audits, states, Worth = Value - Cost, knowledge maps, mediators, and job aids. The great accomplishments Gilbert left behind will continue to profit behavior analysis and performance improvement for a long, long time." --Ogden Lindsley, Behavior Research Company "Human Competence is probably the most borrowed and least returned book in my library. It?s good to have it in print more than once, so that I can keep replacing it, and rereading it for new insights from the original master of HPT." --Rob Foshay, TRO Learning, Inc. "Human Competence stands not only as a tribute to Tom's genius, but also as the best single source of ideas about performance technology. It is a 'must have' for anyone serious about changing the performance of individuals or organizations." --Dick Lincoln, Centers for Disease Control

Inspiring Peak Performance is the seventh volume in the Director's Toolbox -- A Management Series for Early Childhood Administrators. It presents five strategies--developmental supervision, teacher induction, individual learning plans, peer learning teams, and 360-degree feedback--to help early childhood administrators achieve a program of excellence.

One of developmental psychology's central concerns is the identification of specific "milestones" which indicate what children are typically capable of doing at different ages. Work of this kind has a substantial impact on the way parents, educators, and service-oriented professionals deal with children; and, therefore one might expect that developmentalists would have come to some general agreement in regard to the ways they assess children's abilities. However, as this volume demonstrates, the field appears to suffer from a serious lack of consensus in this area. Based on the premise that identifying relevant issues is a necessary step toward progress, this book addresses a number of vital topics, such as: How could research into fundamental areas (such as the age at which children first acquire a sense of self or learn to reason transitively) repeatedly yield wildly diverse results? Why do experts who hold to radically different views appear to be so unruffled by this same divergence of professional opinion? and, Are there grounds for hope that this divergence of professional opinion is on the wane?

Favouring an interactive approach, this title should help doctors to demonstrate their competence to the standard expected by the GMC in clinical areas relaetd to women's health.

Favouring an interactive approach, this title should help doctors to demonstrate their competence to the standard expected by the GMC in clinical areas related to cardiovascular and neurological conditions.