Informal Formative Assessment: The Role of Instructional Dialogues in Assessing Students' Learning

Autor/in	Ruiz-Primo, Maria Araceli
Titel	Informal Formative Assessment: The Role of Instructional Dialogues in Assessing Students' Learning
Quelle	In: Studies in Educational Evaluation, 37 (2011) 1, S.15-24 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2011.04.003
Schlagwörter	Evidence; Speech Communication; Formative Evaluation; Classroom Communication; Informal Assessment; Interpersonal Communication; Evaluation Methods; Classroom Techniques; Student Evaluation + Suchen Sie Ihr Suchwort? Evidenz; Klassengespräch; Interpersonale Kommunikation; Klassenführung; Schulnote; Studentische Bewertung
Abstract	This paper focuses on an unceremonious type of formative assessment--"informal formative assessment"--in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students' level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students' thinking explicit in an unobtrusive manner, and when students' thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning. (Contains 1 table.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10