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ERIC Number: EJ925773
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0191-491X
Informal Formative Assessment: The Role of Instructional Dialogues in Assessing Students' Learning
Ruiz-Primo, Maria Araceli
Studies in Educational Evaluation, v37 n1 p15-24 Mar 2011
This paper focuses on an unceremonious type of formative assessment--"informal formative assessment"--in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students' level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students' thinking explicit in an unobtrusive manner, and when students' thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A