Impact Journal Logo

Dialogic discourse for formative assessment and feedback in A-Level English

Written by: Victoria Addis
9 min read
VICTORIA ADDIS, DERBY MOOR ACADEMY, UK Classroom talk encompasses a range of interactions that take place within a learning environment, from ‘procedural’ (Nystrand and Gamoran, 1991) and ‘monologic’ (Wells and Arauz, 2006; Gutiérrez, 2008) acts of recitation that centre around closed questioning and recall, to the deeper interactions that we understand as forming part of dialogic discourse, wherein ‘shared understandings are elaborated, built upon, and revised’ (Nystrand and Gamoran, 1991, p. 275). While all types of classroom talk have their place within the sphere of formative assessment, it is often closed questioning, which provides a simpler and more clearly defined set of data, that takes precedence. As Ann McCarthy has observed, however, ‘[t]he disadvantage of closed questions when working with more able pupils is that they often distract from the learning and take place when deeper learning is possible’ (2023). Furthermore, as Eaglestone (2020) has carefully

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

    0 0 votes
    Please Rate this content
    Notify of
    Inline Feedbacks
    View all comments

    From this issue

    Impact Articles on the same themes

    Author(s): Bill Lucas