LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Burden, SE (2015)
Languages: English
Types: Unknown
Subjects:
Practice learning and assessment is pivotal to the delivery of a competent workforce at the point of professional registration (Eraut 1994, Gallagher et al 2012). However few empirical studies have examined how competence based practice assessment decisions are made despite concerns having been raised that assessors fail, or may be reticent, to judge student performance as unsatisfactory. This phenomenon, euphemistically described as ‘failure to fail’ (Duffy 2006), is also noted where faculty are involved (Luhanga et al 2008), and is not limited to nursing (Finch 2009). This keynote will provide an overview of a mixed methods study (Burden 2014) investigating assessment of student competence using judgement and decision making theory. The findings, will be used to stimulate debate regarding the nature of competence based assessment across a range of practice based professions and consider new and creative approaches to assessing student practice.
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article