Experimenting with the structured assessment dialogue in physics and mathematics classes

Abstract

This study deals with a formal, pre-planned teacher–student discussion, called structured assessment dialogue (SAD) that assesses students’ inquiry competences by combining formative and summative assessments. Six SAD sessions (four lower-secondary physics and two upper-secondary mathematics) were implemented, video recorded and analysed using theory-based categories and networks. The results showed that students usually gave lower-order answers even though the teacher asked higher-order questions. In the lower secondary, the teacher struggled to engage students by using what students themselves had said. In the upper secondary, the teacher focused on addressing a particular idea, which was difficult for the student. Despite the challenges, SAD could be a useful method in Finnish schools if teachers and students acclimate to it.