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

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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.
OriginalsprogEngelsk
TidsskriftJournal of Educational Research
Vol/bind108
Udgave nummer4
Sider (fra-til)318-330
ISSN0022-0671
DOI
StatusUdgivet - 2015

Emneord

  • Det Natur- og Biovidenskabelige Fakultet
  • Assessment
  • Innovation
  • creativity
  • competency
  • skills
  • evaluation

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