The article at hand refers to results from an evaluation study on the 2009 oral A-level
examinations in Geography/History plus International Economic and Cultural Regions
at Austrian Commercial Academies (secondary education). It addresses the question
of whether the use of operative verbs (= verbs that determine what exactly has to be
done when dealing with a task, e.g. describe, analyse etc.) can be a key for successful
teaching and examining of competencies at different competence levels. It addresses
the question of whether the use of the so called operators (= verbs that determine what
exactly has to be done when dealing with a task, e.g. describe, analyse etc.) can be a
key for successful teaching and examining of competencies at different competence
levels. The results stir the hope that systematically organised operator systems may be
regarded as rather helpful in the context given, yet a number of disruptive factors can be
substantiated as well. Eventually, the question is raised whether the debate on the use
of operators and operator systems can really lead to successful, competence oriented
teaching and testing without integrating the people involved in the forefront of schooling,
students and teachers.Peer Reviewe
