Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Daşkın, Nilüfer Can; Hatipoğlu, Çiler

doi:10.1177/0265532219857066

Cited by 20 publications

(6 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Selecting analytical tools for the multimodal analysis of documenting feedback requires first identifying what is lacking in the CA literature on K-12 FA. Defined loosely, FA may encompass a wide variety of informal interactions that are embedded within ongoing instructional discourse (Mehan, 1979;Can Daşkın and Hatipoğlu, 2019). The current study focuses on a more constrained form of FA: formal FA, or planned and discrete interactional events that result in documentary evidence of student performance.…”

Section: Feedback Multimodality and Multiactivitymentioning

confidence: 99%

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

Tomasine

2024

Front. Commun.

View full text Add to dashboard Cite

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.

show abstract

Section: Feedback Multimodality and Multiactivitymentioning

confidence: 99%

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

Tomasine

2024

Front. Commun.

View full text Add to dashboard Cite

show abstract

“…Types of formative assessments include: group discussions, dialogue with lecturers, reflective questions, and monitoring the students through classroom activities. In formative assessment, feedback is provided informally (Daşkın & Hatipoğlu, 2019).…”

Section: Assessments In Higher Educationmentioning

confidence: 99%

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Tshuma,

Theledi

2023

AJOTE

View full text Add to dashboard Cite

This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focuses on how students perceive these basic components of teaching and learning by investigating how 1st-year students at a university in South Africa perceive the teaching and learning of the Sesotho First Additional Language (FAL) course (a newly introduced course in the university). Hence the objectives of this study are to establish the views of 1st-year Sesotho FAL students regarding the teaching approaches used by the lecturers presenting the course; the teaching and learning resources used in the course; and the quality of assessments applied in the course. Guided by complex dynamic systems theory, the study employs a survey methodology. A questionnaire comprising both close-ended belief statements as well as open-ended statements for students to respond to was administered to 51 study participants purposefully selected. Quantitative data were analysed using IBM SPSS, while qualitative data were analysed by the researchers themselves. Results emerging from the data reveal that 1st-year students generally find their lecturers’ teaching approaches and assessment methods satisfactory; however, they perceive the teaching and learning resources used by their lecturers in teaching Sesotho as inadequate. This finding points to the need for further dialogue broadly on the quality of teaching and learning, quality of assessment criteria and the availability of teaching and learning resources provided for presenting newly introduced courses in higher education institutions (HEIs); and specifically on the level of preparation of lecturers in these courses tasked with the teaching and learning.

show abstract

“…According to Daşkın and Hatipoğlu ( 2019 ), FA is a teacher-based, classroom-based, dynamic, and learning- and learner-friendly assessment, carried out in classrooms for accelerating students’ learning. Informal approaches are often used to trace and monitor students’ progress and offer students the required feedback.…”

Section: Review Of Literaturementioning

confidence: 99%

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Mahapatra

2021

Asia-Pacific Edu Res

View full text Add to dashboard Cite

ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is thefirst of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

show abstract

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Cited by 20 publications

References 52 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

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Contact Info

Product

Resources

About