Abstract
Analysis of a sample of assessment tasks used in New Zealand first-year clinical and final-year secondary school Biology and Chemistry National Certificate of Educational Achievement summative assessments was conducted to assess whether similarities and differences existed in secondary and tertiary competency discourses. Findings suggested significant differences in language-in-use, especially in the psychomotor and affective domains of learning, reflecting different themes and ideologies. The suggested implication was a lack of preparedness for tertiary clinical learning that focuses on performance-based assessment of the affective and psychomotor domains.
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