Evaluation is a part of everyday life. Competences, knowledge and skills are assessed in ordinary as well as in institutional settings like hospitals, clinics and schools. This volume investigates how evaluations are being carried out interactionally. More specifically, it explores how people evaluate each others' cognitive competences as they deal with each others' understandings, knowings, feelings, doings, hearings and learnings face-to-face.
The contributions focus on different evaluation activities in a variety of institutional settings in Denmark, Finland, Sweden, Holland and the United States of America.
All the contributions approach the theme by use of Ethnomethodology (EM) and/or Conversation Analysis (CA). Thus, the analytic interests concern how participants organize activities of evaluating cognitive competences by means of recognizable interactional methods. This approach differs from other approaches and research interests within cognitive science as it concentrates on how people in interaction orient towards cognitive competence irrespective of scientific theories.
1. Introduction (by Rasmussen, Gitte); 2. The embedded evaluations in air traffic control training (by Koskela, Inka); 3. Teacher evaluations: Assessing 'knowing', 'understanding', and 'doing' (by Koole, Tom); 4. Treating student contributions as displays of understanding in group supervision (by Day, Dennis); 5. Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lesson (by Mori, Junko); 6. Mutual negotiation of the interviewee's competence in interview interaction (by Simonen, Mika); 7. Evaluating by feeling: The rhetorical design of emotions in the practice of mirroring (by Jensen, Thomas Wiben); 8. Interactive evaluation of cognitive functioning (by Mansson, Ann-Christin); 9. Talking 'cognition' in the audiology clinic (by Brouwer, Catherine E.); 10. Triumphing: When 'mental state' evaluations become insults (by Rasmussen, Gitte); 11. Index