Accomplishing feedback through inscription during reading assessment interaction

Tomasine, Joseph S.

doi:10.1016/j.linged.2024.101282

Cited by 4 publications

(12 citation statements)

References 42 publications

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“…On the other hand, Leyland and Gormaz Walper (n.d.) (forthcoming) provide novel insight regarding the phenomenon of writing and talking (Mortensen, 2013); these authors demonstrate how writers may prioritize the progression of talk, slowing or halting their writing, when a co-participant unexpectedly expands upon a previous utterance. Notwithstanding, as was mentioned regarding Tomasine (2024) above, these studies fail to demonstrate how inscriptions may be accomplished as explicit documentary evidence that feedback occurred. It remains to be analyzed how such evidence might be accomplished while participants simultaneously engage in the very interaction they are documenting.…”

Section: Talk Writing-in-interaction and Multiactivitymentioning

confidence: 78%

“…The latter, in particular, illustrates careful monitoring of another's ongoing action; the teacher used a variety of nodding practices to support the ongoing telling of his student (cf. Svinhufvud, 2016;Leyland and Riley, 2021;Ro, 2023;Tomasine, 2024). Perhaps the most powerful illustration of how formal reading FA administration relies on shared monitoring practices is provided by Excerpt 2.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research on K-12 writing-in-interaction also draws attention to the materiality of writing or how the physical nature of written inscriptions provides resources for action. Materiality is particularly central to Tomasine's (2024) study of private and public writing during formal reading FA in the elementary classroom. There, practices of inscription or "graphic acts and the marks resulting from them" (Streeck and Kallmeyer, 2001, 465) are used to organize a range of feedback tasks, from the documentation of student performance to diagnostic evaluation and instruction.…”

Section: Embodiment Materiality and Writing-in-interactionmentioning

confidence: 99%

“…Although multimodal CA provides analytical tools for studying feedback and writing-in-interaction, this literature has yet to provide for how inscriptions may be accomplished that transcend the feedback event as written records of that event. Case in point are the inscriptions analyzed in Tomasine (2024); despite their central role in accomplishing feedback here-and-now during formal reading FA, they make no explicit reference to that feedback's occurrence. As such, institutional stakeholders (e.g., administrators, teacher colleagues, parents) would not be prepared later on to read these minimal marks (e.g., circles, underlining, brackets) as records of feedback.…”

Section: Embodiment Materiality and Writing-in-interactionmentioning

confidence: 99%

“…In the context of language education at the adult or tertiary levels, however, studies by Leyland and associates (Leyland and Riley, 2021;Leyland and Gormaz Walper, n.d., forthcoming) and Ro (2023) address related issues. For example, work by Leyland and Riley and Ro (see also Tomasine, 2024) investigates the creation of inscriptions during ongoing talk as well as how such marks may be subsequently deployed as resources for corrective feedback. These studies corroborate the findings of Svinhufvud (2016), whereby listening writers deploy nods to display their continued engagement as they initiate or continue simultaneous writing activity.…”

Section: Talk Writing-in-interaction and Multiactivitymentioning

confidence: 99%

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The multimodal organization of feedback and its documentation: multiactivity during formal, formative reading assessment

Tomasine

2024

Front. Commun.

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This multimodal conversation analytic study draws upon naturally occurring data from formal, formative reading assessments in an elementary school, general education classroom to investigate the interactional practice of documenting feedback. This consists of the ways teachers and students engage in both oral feedback and its written documentation simultaneously during interaction. Such competencies have been underappreciated by educational research on assessment literacies. Moreover, prior interactional research on formal formative assessment has shed light on talk-based practices that enable oral feedback but has nonetheless neglected the embodied and material practices that are necessary for its written documentation. To investigate how talk, embodiment, and materiality enable feedback to be documented within multiactivity, the current study collected instances of the practice from a multimodal corpus of audio-visual recordings and electronic scans of completed assessment materials. Examination of this collection uncovered straightforward, problematic, and complex interactional trajectories as well as their relationships to institutional outcomes. The study concluded that the more participants to formal, formative reading assessment focus on feedback as talk-in-interaction, the less explicitly that talk-in-interaction is represented in the written documents they collaboratively produce. As a result, important details of both teacher interventions and student performances may be rendered opaque in the material record of the assessment events. These findings extend a burgeoning multimodal turn in the interactional analysis of formal formative assessment and aim to provoke subsequent educational research into interactional assessment literacies.

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Section: Talk Writing-in-interaction and Multiactivitymentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Embodiment Materiality and Writing-in-interactionmentioning

confidence: 99%

Section: Embodiment Materiality and Writing-in-interactionmentioning

confidence: 99%

Section: Talk Writing-in-interaction and Multiactivitymentioning

confidence: 99%

See 3 more Smart Citations

Accomplishing feedback through inscription during reading assessment interaction

Cited by 4 publications

References 42 publications

The multimodal organization of feedback and its documentation: multiactivity during formal, formative reading assessment

The multimodal organization of feedback and its documentation: multiactivity during formal, formative reading assessment

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