Experimenting with the structured assessment dialogue in physics and mathematics classes
Nieminen, P., Hähkiöniemi, M., Bruun, J., & Viiri, J. (2017). Experimenting with the structured assessment dialogue in physics and mathematics classes. In Proceedings of the annual FMSERA symposium 2016 (pp. 66-75). Finnish Mathematics and Science Education Research Association (FMSERA). Proceedings of the FMSERA annual symposium. https://journal.fi/fmsera/article/view/60944/27039
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Proceedings of the FMSERA annual symposiumDate
2017Copyright
© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
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.
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Finnish Mathematics and Science Education Research Association (FMSERA)Conference
Finnish Mathematics and Science Education Research Association annual symposiumIs part of publication
Proceedings of the annual FMSERA symposium 2016ISSN Search the Publication Forum
2489-4583Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/27347234
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Except where otherwise noted, this item's license is described as © the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
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