Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers’ Talk

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Assessment of Innovation Competency : A Thematic Analysis of Upper Secondary School Teachers’ Talk. / Nielsen, Jan Alexis.

In: Journal of Educational Research, Vol. 108, No. 4, 2015, p. 318-330.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Nielsen, JA 2015, 'Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers’ Talk', Journal of Educational Research, vol. 108, no. 4, pp. 318-330. https://doi.org/10.1080/00220671.2014.886178

APA

Nielsen, J. A. (2015). Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers’ Talk. Journal of Educational Research, 108(4), 318-330. https://doi.org/10.1080/00220671.2014.886178

Vancouver

Nielsen JA. Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers’ Talk. Journal of Educational Research. 2015;108(4):318-330. https://doi.org/10.1080/00220671.2014.886178

Author

Nielsen, Jan Alexis. / Assessment of Innovation Competency : A Thematic Analysis of Upper Secondary School Teachers’ Talk. In: Journal of Educational Research. 2015 ; Vol. 108, No. 4. pp. 318-330.

Bibtex

@article{0f1017669c344f5aad7b43b405a6be00,
title = "Assessment of Innovation Competency: A Thematic Analysis of Upper Secondary School Teachers{\textquoteright} Talk",
abstract = "The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers{\textquoteright} (n = 28) reflections on which manifest signs they would look for when they asses students{\textquoteright} innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies 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 subcompetencies. 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 concretized within the framework of the existing disciplines.",
keywords = "Faculty of Science, Assessment, Innovation, creativity, competency, skills, evaluation",
author = "Nielsen, {Jan Alexis}",
year = "2015",
doi = "10.1080/00220671.2014.886178",
language = "English",
volume = "108",
pages = "318--330",
journal = "Journal of Educational Research",
issn = "0022-0671",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Assessment of Innovation Competency

T2 - A Thematic Analysis of Upper Secondary School Teachers’ Talk

AU - Nielsen, Jan Alexis

PY - 2015

Y1 - 2015

N2 - The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers’ (n = 28) reflections on which manifest signs they would look for when they asses students’ innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies 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 subcompetencies. 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 concretized within the framework of the existing disciplines.

AB - The author employed a 3-step qualitative research design with multiple instances of source validation to capture expert teachers’ (n = 28) reflections on which manifest signs they would look for when they asses students’ innovation competency. The author reports on the thematic analysis of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies 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 subcompetencies. 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 concretized within the framework of the existing disciplines.

KW - Faculty of Science

KW - Assessment

KW - Innovation

KW - creativity

KW - competency

KW - skills

KW - evaluation

U2 - 10.1080/00220671.2014.886178

DO - 10.1080/00220671.2014.886178

M3 - Journal article

VL - 108

SP - 318

EP - 330

JO - Journal of Educational Research

JF - Journal of Educational Research

SN - 0022-0671

IS - 4

ER -

ID: 96094079