scispace - formally typeset
Search or ask a question

Showing papers on "Tacit knowledge published in 1987"


Journal ArticleDOI
TL;DR: In this paper, four methods of specifying and promulgating educational standards are identified and described, making use of numerical cut-offs, tacit knowledge, exemplars, and verbal descriptions.
Abstract: Assessment practices, both at the classroom level and for the award of certificates, have traditionally followed norm‐referenced principles, although in recent years there has been an increasing interest in criterion‐referenced assessment. In the first part of this article, another approach (referred to as standards‐referenced assessment) is outlined. Sharing much of the motivation and philosophy of criterion‐referenced assessment, it makes direct and extensive use of teachers’ qualitative judgments. In principle, standards‐referenced assessment is applicable to a wide variety of school subjects, and attempts to provide external, visible standards for the use of both teachers and students. In the second part of the article, four methods of specifying and promulgating educational standards are identified and described. The four make use of numerical cut‐offs, tacit knowledge, exemplars, and verbal descriptions. It is argued that the last two of these taken together provide the most promising framework for ...

371 citations



Journal ArticleDOI
TL;DR: The third wave of the British labour process debate as discussed by the authors is the most relevant to our work, and it is more useful to start from an appreciation of the limits of and contradictions within scientific management rather than assuming the dominance of Taylonsm.
Abstract: Taking as its starting point what has become known as the British labour process debate, this paper discusses some of the developing ideas within what the author charactenzes as its third wave. In particular it focuses on the question of alternatives to Taylonsm and the concept of skill. Rather than assuming the dominance of Taylonsm (or superiority of flexible forms of organization), it is more useful to start from an appreciation of the limits of and contradictions within scientific management. A central problem which has bedevilled the post-Braverman debate about both new forms of work organization and the concept of skill is the centrality accorded to a um dimensional concept of control The paper points to the need to get away from this and for a broader discussion of skill which includes consideration of the 'social construction of skill', tacit knowledge, and the sexual division of labour. The author links this discussion to the question of 'new' technologies, showing for example that the notion of ...

68 citations


Journal ArticleDOI
01 Jul 1987
TL;DR: A knowledge-based prototype designed for the difficult problems encountered by commercial loan officers is described, as are the elicitation and representation techniques employed in developing the prototype.
Abstract: Knowledge-based systems represent one of the most important and fastest growing research topics in the field of information and decision sciences. They promise to have an appreciable impact on decisionmaking in ill-structured decision settings where managers often employ semilogical procedures and tacit knowledge. The incorporation of knowledge engineering concepts with decision-support systems is discussed. A knowledge-based system supports the selection of appropriate models and data which are features contained in a conventional decisionsupport system. A knowledge-based prototype designed for the difficult problems encountered by commercial loan officers is also described, as are the elicitation and representation techniques employed in developing the prototype.

32 citations


Book ChapterDOI
01 Jan 1987
TL;DR: A sociology of scientific knowledge based on the assumption that the social context of science shapes the very substance of scientific ideas requires that sociologists examine not only the social organization of scientific work but also the nature of scientific beliefs and the ways in which these beliefs change as discussed by the authors.
Abstract: A sociology of scientific knowledge based on the assumption that the social context of science shapes the very substance of scientific ideas requires that sociologists examine not only the social organization of scientific work but also the nature of scientific beliefs and the ways in which these beliefs change. It is not enough to argue that scientific theories and facts are contingent constructs, to reject empiricism, to demonstrate the role of tacit knowledge, or to adopt a more or less radical version of relativism.1 If we are to understand the social processes underlying scientific change, we must first understand how various elements of scientific idea systems are related to one another. What cognitive situations create opportunities for change? How is this change constrained by accepted theories, methods or philosophical beliefs? And finally, to what extent do continuities and discontinuities exist between successive frameworks of beliefs? Even those who refuse to distinguish between the social and the cognitive sides of science (on the unimpeachable grounds that everything cognitive is also social) cannot disregard the fact that the very contingencies of research and negotiations through which scientific innovations are proposed, accepted, and used are meaningful only in the context of intellectual traditions and shared frameworks of ideas.

1 citations