Teaching Approaches/Assessment: Difference between revisions
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== The Typical Structure of Dialogue == | == The Typical Structure of Dialogue == | ||
{{adaptedfrom | {{adaptedfrom:The Importance of Speaking and Listening|IRF|A striking insight provided by classroom research is that much talk between teachers and their pupils has the following pattern: a teacher's question, a pupil's response, and then an evaluative comment by the teacher. This is described as an Initiation-Response-Feedback exchange, or IRF. Here's an example<br /> | ||
:'''I''' Teacher - What's the capital city of Argentina? | :'''I''' Teacher - What's the capital city of Argentina? | ||
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== The Importance of Identifying High Quality Talk == | == The Importance of Identifying High Quality Talk == | ||
{{adaptedfrom | {{adaptedfrom:The Importance of Speaking and Listening|Assessment|A main concern for assessment is to consider how well the talk suits the kind of event in which children are participating. Criteria are likely to be different, depending on whether they are talking in a group, making a presentation to the class, engaged in a drama-related activity, discussing ideas in citizenship, and so on. Helping any child improve their current competence requires some sort of assessment. Talk is difficult to assess because it is context dependent and ephemeral, but good opportunities for assessment occur regularly, especially in 'talk-focused' classrooms where both teacher and children are aware of the importance of speaking and listening for learning. This is the situation students need to be able to both recognise and create. | ||
There are of course some aspects of evaluating children's talk where great sensitivity is needed. The ways people talk can be closely related to their identities, and student teachers may rightly worry about making evaluations of some aspects of a child's way of speaking such as their accent. Student teachers will need to appreciate the distinction between on the one hand using an assessment to help a child to become more involved in learning conversations, or to develop their presentation skills, and on the other trying to alter a child's accent or to ban the use of dialect in the classroom simply because it 'sounds wrong'.}} | There are of course some aspects of evaluating children's talk where great sensitivity is needed. The ways people talk can be closely related to their identities, and student teachers may rightly worry about making evaluations of some aspects of a child's way of speaking such as their accent. Student teachers will need to appreciate the distinction between on the one hand using an assessment to help a child to become more involved in learning conversations, or to develop their presentation skills, and on the other trying to alter a child's accent or to ban the use of dialect in the classroom simply because it 'sounds wrong'.}} | ||
Revision as of 09:10, 23 August 2012
Assessment may take many forms, including whole class, and individual. Readers should consider reading the pages on these approaches in addition to the guidance given below. Where appropriate links have been incorporated - if you are a wiki-contributor, please do add further internal links, and if of high quality, external too.
The Typical Structure of Dialogue
Template:Adaptedfrom:The Importance of Speaking and Listening
The Importance of Identifying High Quality Talk
Template:Adaptedfrom:The Importance of Speaking and Listening
