Role of Assessment Conversations in a Technology-Aided Classroom with English Language Learners: An Exploratory Study

Autor/in	Menon, Preetha
Titel	Role of Assessment Conversations in a Technology-Aided Classroom with English Language Learners: An Exploratory Study
Quelle	In: Multicultural Education, 25 (2018) 2, S.42-50 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Technology Uses in Education; Educational Technology; English Language Learners; Teaching Methods; Grade 7; Science Instruction; Inquiry; Student Evaluation; Interpersonal Communication; Responses; Formative Evaluation; Social Theories; Learning Theories; Middle Schools; Secondary School Science; Audio Equipment; Coding; Interactive Video; Bulletin Boards; California + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Interpersonale Kommunikation; Gesellschaftstheorie; Learning theory; Lerntheorie; Middle school; Mittelschule; Mittelstufenschule; Audio-CD; Codierung; Programmierung; Interaktives Video; Wandzeitung; Kalifornien
Abstract	This article is drawn from a study conducted to explore how assessment conversations, a type of informal formative assessment, can support science learning in a technology-aided seventh-grade classroom in Northern California. The classroom setting where the study took place used interactive whiteboards in conjunction with the inquiry-based activities, but what made the learning useful were the conversations in which the teachers and students were all engaged. For this study, the author identified the discussions between the teacher and the English language learner (ELL) students in terms of assessment conversations, using the ESRU cycle (Elicits a question; the Student responds; the teacher Recognizes the student's response; the teacher Uses the response) and then analyzed the language used in the assessment conversations utilizing the Systemic Functional Framework (SFL). This study is rooted in three major bodies of literature: (1) formative assessments for learning; (2) sociocultural theory of learning; and (3) SFL. This article highlights the main concepts from each of these areas and discusses how each area informs the author's study of assessment conversations. By analyzing instances of ESRU cycles and examining the language used by the teacher and students in the ESRU cycle, it has been demonstrated that assessment conversations can be operationalized for ELLs in a middle school science classroom using interactive whiteboards. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01