Competence or Performance? A Bernsteinian Analysis of Basic Competency Assessment in Hong Kong

ABSTRACT

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.

Keywords:

• assessment
• competence
• Bernstein
• Hong Kong
• performance

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Acknowledgements

The author is grateful to the reviewers for their helpful comments to an earlier draft.

8. Disclosure Statement

No potential conflict of interest was reported by the author.