Do Teacher Questions Function as Assessment for Learning?

Abstract

This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.

Enhancing Classroom Discourse: The Interplay of Display and Referential Questions in EFL Teaching

“…Then, a referential question is posed, which changes the emphasis to identifying the language component referred to as the The student successfully answers, demonstrating both an understanding of fundamental sentence structure and the capacity to use this understanding to pinpoint particular sentence pieces. This discourse moves illustrates a useful teaching technique that goes from a broad assessment to a more in-depth study, promoting a deeper comprehension of language concepts [31].…”

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

“…Assessment is defined as a continuous process that occurs before, during and after schooling and can be classified as summative or formative (Kruger, 2019). The summative assessment focuses on judgement, measurement and report of learners' progress, whilst AfL, also known as formative assessment, concerns itself with the diagnostic information used by the teacher to determine the next step to advance learning (Black & Wiliam, 2018;Darong & Niman, 2021). In the context of Accounting, assessments in previous years highlighted the learners' ability to enter financial information accurately into the correct books of accounts, as well as the precision of totals and balances (Ngwenya, 2012).…”

“…Assessment in Accounting goes beyond the recording of transactions and bookkeeping to the learners' understanding of concepts and acquiring the necessary skills in analysing and interpreting financial information (Darong & Niman, 2021). The realisation of effective assessment in Accounting necessitates teachers to adjust and adapt their AfL practices to provide support to their learners, strengthen learning, and improve performance in the subject.…”

“…AfL is a practical intervention and is implemented in phases. To conduct each phase, teachers ought to design meaningful tasks to establish the learners' thinking, inquire about their understanding and guide future teaching (Darong & Niman, 2021). As such, AfL is a necessary component in the teaching and learning process as it involves the teachers, learners and peers through discussion, tasks and activities in the classroom.…”