Exploring dialogic assessment in English: an analysis of two lessons

Bethan Marshall

doi:10.1080/1358684X.2021.2022977

Exploring dialogic assessment in English: an analysis of two lessons

Bethan Marshall^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

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Abstract

The article analyses in detail two lessons that were part of a larger research project on English teaching in Canada, England and Scotland. It considers whether the two English lessons are by their nature both dialogic and formative in practice. The research undertaken was carried out using arts-based criticism. It found that Eaglestone’s notion of good English teaching was synonymous with Alexander’s idea of dialogic assessment in the nature of the decisions teachers took to encourage students to think about texts. The dialogue that took place, through feedback that was cumulative, could potentially take any direction. In English, ‘the point is to respond to the “simultaneous presence of many meanings” rather than draw out one unambiguously’. The key decision for the teacher is to listen, assess and respond.

Original language	English
Pages (from-to)	141-151
Number of pages	11
Journal	Changing English: Studies in Culture and Education
Volume	29
Issue number	2
DOIs	https://doi.org/10.1080/1358684X.2021.2022977
Publication status	Published - 2022

Keywords

assessment for learning
Dialogic teaching
English teaching
formative assessment

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10.1080/1358684X.2021.2022977Licence: CC BY-NC-ND

Exploring dialogic assessment in_MARSHALL_Publishedonline9February2022_GOLD_VoR (CC BY-NC-ND)Final published version, 637 KBLicence: CC BY-NC-ND

Cite this

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Exploring dialogic assessment in English: an analysis of two lessons

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