Year: 2016
Type: book-chapter
Abstract: This paper is focused on the characterization of informal formative assessment conversations (i.e., interactions on-the-fly) from a methodological perspective. Interactions on-the-fly are unexpected teachable moments in which the teacher tries to probe students’ understanding and use that information to support their inquiry process. One of the coding systems used (ESRU framework) was adopted from the research literature (Ruiz-Primo & Furtak, 2007). Two other systems described here were developed and previously reported in two papers written by the authors (Correia, Nieminen, Serret, Hähkiöniemi, Viiri, & Harrison, in press; Nieminen, Hähkiöniemi, Leskinen, & Viiri, 2016). This paper presents these three coding systems together and discusses their features to characterize interactions on-the-fly. Examples for coding interactions on-the-fly from Finnish and English physics lessons are presented. For example, on the one hand, on-the-fly discussion proceeds as follows: The teacher initiates an on-the-fly episode by eliciting information using an open-ended (divergent) question, as the discussion progresses the teacher starts narrowing down the discussion using a closed-ended question (convergent), and closes the discussion by giving a short mini lecture. On the other hand, when guiding students’ inquiry, the teacher can collect information rapidly (quick interpretation) or he/she can use series of probing questions (further probing). In the former, the guidance is more authoritative as it is based on correspondence of the students’ and the teacher’s ideas. In the latter, guidance is based more on the student’s ideas representing more dialogic way to support learning.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2924884334