Accumulating and visualising tacit knowledge of teachers on educational assessments

Tzone-I. Wang; Chien-Yuan Su; Tung-Cheng Hsieh

doi:10.1016/j.compedu.2011.06.018

Accumulating and visualising tacit knowledge of teachers on educational assessments

Computers & Education ◽

10.1016/j.compedu.2011.06.018 ◽

2011 ◽

Vol 57 (4) ◽

pp. 2212-2223 ◽

Cited By ~ 7

Author(s):

Tzone-I. Wang ◽

Chien-Yuan Su ◽

Tung-Cheng Hsieh

Keyword(s):

Tacit Knowledge ◽

Educational Assessments

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Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽

10.1027/1614-2241.3.4.149 ◽

2007 ◽

Vol 3 (4) ◽

pp. 149-159 ◽

Cited By ~ 9

Author(s):

Oliver Lüdtke ◽

Alexander Robitzsch ◽

Ulrich Trautwein ◽

Frauke Kreuter ◽

Jan Marten Ihme

Keyword(s):

Large Scale ◽

International Student ◽

Student Assessment ◽

Student Groups ◽

Mathematics Scores ◽

International Student Assessment ◽

Sample Attrition ◽

Educational Assessments ◽

Test Administrator ◽

Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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Managerial Tacit Knowledge

PsycEXTRA Dataset ◽

10.1037/e530692012-013 ◽

1991 ◽

Author(s):

Richard K. Wagner

Keyword(s):

Tacit Knowledge

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Tacit Knowledge Management at the Kenya Institute for Public Policy Research and Analysis

Mousaion ◽

10.25159/0027-2639/3776 ◽

2019 ◽

Vol 36 (1) ◽

Author(s):

Omwoyo Bosire Onyancha ◽

Gladys Njeri Mungai ◽

Henry Nyabuto Kemoni

Keyword(s):

Public Policy ◽

Knowledge Sharing ◽

Tacit Knowledge ◽

Policy Research ◽

Primary Data ◽

Intangible Asset ◽

Research Approach ◽

Public Policy Research ◽

Observation Methods ◽

Tacit Knowledge Sharing

Tacit knowledge is seen as difficult to be shared in an organisation owing to its intuitive, versatile and practice-based nature. Consequently, tacit knowledge is not well-understood or valued in most organisations and more so in public institutions. The purpose of the study was to investigate how the Kenya Institute for Public Policy Research and Analysis (KIPPRA) manages tacit knowledge as an intangible asset and also to recommend a framework or model for the management of tacit knowledge for a competitive advantage and development at the KIPPRA. The study adopted a qualitative research approach, with interviews and observation methods constituting the primary data collection methods. The study targeted 60 employees of KIPPRA consisting of researchers, young professionals, heads of divisions, a knowledge manager and administrative staff. The qualitative data collected were organised, categorised and reported verbatim. Among the key findings were that KIPPRA has the capacity for tacit knowledge sharing, capture, transfer and storage that have not been capitalised on. Further, employees experience challenges such as the identification and understanding of tacit knowledge, access to tacit knowledge sharing platforms, access to expertise with specific tacit knowledge, tacit knowledge hoarding, individualism, and ICT-related challenges in accessing tacit knowledge. Finally, the study recommends the adoption of a proposed framework for managing tacit knowledge at the KIPPRA.

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