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
Published inProceedings of the FMSERA annual symposium
© 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.
PublisherFinnish Mathematics and Science Education Research Association (FMSERA)
ConferenceFinnish Mathematics and Science Education Research Association annual symposium
Is part of publicationProceedings of the annual FMSERA symposium 2016
ISSN Search the Publication Forum2489-4583
Publication in research information system
MetadataShow full item record
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.
Showing items with similar title or keywords.
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms Zerai, Desalegn; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Vehkakoski, Tanja (MDPI AG, 2023)This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the ...
Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics Lehesvuori, Sami; Ketonen, Laura; Hähkiöniemi, Markus (Masaryk University Press, 2022)In this study, educational dialogue is explored through informal formative assessment and dialogicity. We enhance the understanding of informal formative assessment and dialogicity by considering their relationship. Even ...
Implementation of dialogic approach of teaching science in Ghanaian grade 7 science classroom Boadi, Joseph (2019)The aim of this study was to implement dialogic approach of teaching science in Ghanaian classrooms and how students response to this approach. Despite the moves to change curricula to be more student-centered, the approach ...
Three Dimensions of Dialogicity in Dialogic Argumentation Hähkiöniemi, Markus; Lehesvuori, Sami; Nieminen, Pasi; Hiltunen, Jenna; Jokiranta, Kaisa (Masarykova univerzita, 2019)Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between ...
Vuorovaikutustaidot musiikinopetuksen voimavarana : opettajien kokemuksia vuorovaikutuksen merkityksestä musiikintunnilla Vuori, Matleena (2018)Vuorovaikutus näkyy arkipäiväisessä elämässä jatkuvasti, mutta on myös tärkeä osa opetusta, oppimista ja opettajan ammattitaitoa. Luokkahuoneessa tapahtuvaa vuorovaikutusta on tutkittu paljon, mutta musiikin aineenopetukseen ...