Development of Professional Expertise Toward Measurement of Expert Performance and Design of Optimal Learning Environments
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- 15 The Influence of Learning Research on the Design and Use of Assessment
- 16 Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics
- 17 Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains
- 18 Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice
- 19 It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18
- 20 The Value of Expertise and Expert Performance: A Review of Evidence from the Military
- 21 Expertise in the Management of People: A New Frontier for Research on Expert Performance
- Name Index
- Subject Index
- References
19 - It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18
Published online by Cambridge University Press: 04 August 2010
Edited by
Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- List of Contributors
- 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book
- SECTION 1 CHALLENGES IN PAST AND CONTEMPORARY EFFORTS TO MEASURE AND TRAIN THE OBJECTIVE PERFORMANCE OF PROFESSIONALS
- SECTION 2 PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
- SECTION 3 THE ASSESSMENT AND TRAINING OF SKILLED AND EXPERT PERFORMERS IN THE MILITARY
- SECTION 4 THE DEVELOPMENT OF EXPERTISE AND EXPERT PERFORMANCE
- 15 The Influence of Learning Research on the Design and Use of Assessment
- 16 Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics
- 17 Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains
- 18 Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice
- 19 It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18
- 20 The Value of Expertise and Expert Performance: A Review of Evidence from the Military
- 21 Expertise in the Management of People: A New Frontier for Research on Expert Performance
- Name Index
- Subject Index
- References
Summary
We have been asked to discuss the chapters in Section 4, which focus on descriptions and measurements of the acquisition of skilled and expert performances. The chapters in this section (and the book in general) make it clear that the field has built upon, yet gone beyond, the classic research studies that compared expert and novice performances (Chi, Feltovich, & Glaser, 1981; NRC,2000). The emphasis has turned to the development of expertise, and to objective approaches to its measurement. The progress in moving from retrospective to prospective assessments of expertise development is truly exemplary and critical to defining effective learning conditions.
As we considered what we might say about this book's discussions of expertise development, we were reminded of a graduate student in the learning sciences who once asked us to complete the following statement: “Practice makes per______.” Expecting a possible trick question we paused for a moment. Eventually we said “perfect”; it seemed like the only choice.
The graduate student chuckled. He had taught kindergarten and explained “Practice makes permanent, not perfect.” For example, if you let young children hold their pencils incorrectly when they write, they can easily become efficient at doing the wrong kinds of things.
This simple example suggests that “it takes expertise to make expertise,” and this idea fits well with the theory and research discussed in this volume.
- Type
- Chapter
- Information
- Development of Professional ExpertiseToward Measurement of Expert Performance and Design of Optimal Learning Environments, pp. 432 - 448Publisher: Cambridge University PressPrint publication year: 2009
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