Competence or performance? A Bernsteinian analysis of "Basic Competency Assessment" in Hong Kong

Competence or performance? A Bernsteinian analysis of "Basic Competency Assessment" in Hong Kong

• Tan, Charlene National Institute of Education, Nanyang Technological University

British Journal of Educational Studies, 67(2), 235-250, 2019

Routledge

2019

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Foreign Countries Teaching Methods Competency Based Education Models Formative Evaluation Summative Evaluation Classification Educational Theories Performance Based Assessment Correlation Cultural Influences Elementary Secondary Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This article analyses an assessment initiative known as the Basic Competency Assessment (BCA) in Hong Kong using Bernstein's performance and competence models of pedagogic practice. On the one hand, BCA is aligned with a competence model through its official projection as a low-stakes, student-focussed and formative assessment. However, an examination of the public perception of and context for BCA reveals its high-stakes, disciplines-centred and summative nature; it is argued that BCA reflects a performance model with strong classification, strong framing and visible pedagogies. The example of Hong Kong illustrates the usefulness of Bernstein's theory and extends the existing research on the interactions between local culture and pedagogic practices.
[Copyright of British Journal of Educational Studies is the property of Routledge.]

• English

Journal Articles

• 00071005

https://bibliography.lib.eduhk.hk/en/bibs/da336846

2020-03-03