7,391
Views
10
CrossRef citations to date
0
Altmetric
Research Article

The role of the assessor in the assessment of practice: An alternative view

Pages e413-e416 | Published online: 20 Sep 2010

References

  • Becker HS. School is a lousy place to learn. Learning to work, B Geer. Sage, Beverly Hills, CA 1972; 89–109
  • Beckett D. Embodied competence and generic skill: The emergence of inferential understanding. Educ Philos Theor 2004; 36: 497–508
  • Benner P. Using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice. Bull Sci Technol 2004; 24: 188–199
  • Biggs JB. Teaching for quality learning at university: What the student does, 2nd. Society for Research into Higher Education and Open University Press, Philadelphia, PA 2003
  • Carr W. For education: Towards critical educational inquiry. Open University Press, BuckinghamEngland 1995
  • Clouder L, Toms J. Impact of oral assessment on physiotherapy students’ learning in practice. Physiother Theor Pract 2008; 24: 29–42
  • Davis M. OSCE: The Dundee experience. Med Teach 2003; 25: 255–261
  • Eraut M. Developing professional knowledge and competence. The Falmer Press, London 1994
  • Habermas J, 1974. Theory and practice. (Translator Viertel J) London: Heinemann Educational Books
  • Hillier Y. Reflective teaching in further and adult education. Continuum Books, London 2002
  • Hoare Q, Nowell Smith G. Selections from the prison notebooks of Antonio Gramsci. International Publishers, New York 1971
  • Kuper A, Reeves S, Albert M, Hodges BD. Assessment: Do we need to broaden our methodological horizons?. Med Educ 2007; 41: 1121–1123
  • Lewis LK, Stiller K, Hardy F. A clinical assessment tool for physiotherapy students – is it reliable?. Physiother Theor Pract 2008; 24: 121–134
  • Marton F, Saljo R. Approaches to learning. The experience of learning, F Marton, D Hounsell, NJ Entwhistle. Scottish Academic Press, Edinburgh 1997; 39–58
  • Maturana HR. Everything said is said by an observer. Gaia: A way of knowing, W Thompson. Lindisfarne Press, Hudson, NY 1987; 37–47
  • Maturana HR, Varela FJ. The tree of knowledge: The biological roots of human understanding. Shambala Publications, Boston, MA 1992
  • Moccia P. Reconceptualising the environment. New approaches to theory development, P Moccia. National League for Nursing, New York 1992; 23–37
  • Perkins GD, Hulme J, Tweed MJ. Variability in the assessment of advanced life support skills. Resuscitation 2001; 50: 281–286
  • Polyani M. The tacit dimension. Routledge, London 1967
  • Reid DA, 2001. Enactivism. [Retrieved 2009 April 28]. Available from: http.//platoacadiau.ca/courses/educ/enactivism
  • Rushton A. Formative assessment: A key to deep learning?. Med Teach 2005; 27: 509–513
  • Sandelands L. What is so practical about theory?. J Theor Soc Behav 1991; 20: 235–262
  • Schön D. Educating the reflective practitioner. Jossey-Bass, San Francisco, CA 1987
  • Shotter J. Images of man in psychological research. Metheun, London 1975
  • Varela FJ, Thompson E, Rosch E. The embodied mind: Cognitive science and human experience. The MIT Press, Cambridge, MA 1997
  • Watson R, Stimpson A, Topping A, Porock D. Clinical competence assessment in nursing: A systematic review of the literature. J Adv Nurs 2002; 39: 421–431
  • Wilkinson TJ, Frampton CM, Thompson-Fawcett M, Egan T. Objectivity in objective structured clinical examinations: Checklists are no substitute for examiner commitment. Acad Med 2003; 78: 219–223
  • Wittgenstein L. Philosophical investigations. Basil Blackwell, Oxford 1953

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.