“Yes, you can”: Conversational assessment in the classroom and its role in the management of institutional and social goals

This study thus demonstrates this dynamic aspect of assessment sequences and their potential to reveal group affiliation in certain cases. The article first discusses assessments deployed by the instructor, typical classroom sequences that offer a venue for public evaluation of student activity. Analysis then turns to examples of assessments made by students, which can invite second assessments that result in a multi-party interaction that, in turn, builds group affiliation. After analysis of these sequences, implications for learning are discussed.
Source: Learning, Culture and Social Interaction - Category: Psychiatry & Psychology Source Type: research