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ERIC Number: EJ1142828
Record Type: Journal
Publication Date: 2017-Apr
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0951-0893
Positive Assessments in Teacher Learning
Harris, Simon
ELT Journal, v71 n2 p160-170 Apr 2017
Much scholarly and pedagogical attention has been devoted to positive and negative feedback in language and other classrooms. This article looks at feedback in teacher education classrooms. In particular, it examines the nature and effect of positive assessments in whole class interaction. Based on examples from a teacher education classroom, it shows that positive assessments may not always maximize learning opportunities in potentially interaction-rich contexts. The article argues for a reconsideration of positive assessments in teacher learning, and ends by offering suggestions for managing the interactional complexities of positive feedback in the teacher education classroom.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A