Abstract
This study employed a three-step qualitative research design with multiple instances of source validation in order to capture expert teachers’ (n=28) reflections on which manifest signs they would look for when they asses students’ innovation competency. This paper reports on the thematic analysis of the recorded talk-in-interaction that occurred in teacher-group discussion sessions at five upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for five sub-competencies relevant to innovation (Creative competency, collaboration competency, navigation competency, action competency, and communication competency) as well as assessment criteria for a number of skills relevant to these sub-competencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could be concretised within the framework of the existing disciplines.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Journal of Educational Research |
| Vol/bind | 108 |
| Udgave nummer | 4 |
| Sider (fra-til) | 318-330 |
| ISSN | 0022-0671 |
| DOI | |
| Status | Udgivet - 4 jul. 2015 |
Emneord
- Det Natur- og Biovidenskabelige Fakultet
- Assessment
- Innovation
- creativity
- competency
- skills
- evaluation