EDUCATIONAL DIALOGUE AS A METHOD OF FORMATIVE ASSESSMENT OF SCHOOL STUDENTS’ LEARNING OUTCOMES
DOI:
https://doi.org/10.28925/1609-8595.2023.1.9Abstract
The article discusses the use of educational dialogue for the organization of formative assessment and assessment discussions. We are talking about educational dialogue as a teaching method, a kind of interpersonal communication in which experience, relevant knowledge and skills are exchanged. The role of educational dialogue in the organization of formative assessment is to create an educational environment in which students develop the ability to reason and solve problems. The research conducted among teachers and students gives reason to conclude that educational dialogue is used in domestic school practice, but it is not widely used for evaluating learning results. Only a third of the interviewed biology teachers admitted that they use dialogues to evaluate the results of educational activities. Half of the teachers who took part in the study believe that they have enough knowledge and practice to organize the assessment. Educational dialogues involve students' ability to ask questions. This skill demonstrates the student's level of awareness of the educational material and is related to the search and processing of information. However, only a third of teachers agreed that they assess students' ability to formulate questions. Half of the biology teachers believe that in their pedagogical practice there is no assessment of students' ability to ask questions. Most students are also convinced that such practice does not exist at school. The results of the survey indicate a difference in the views of teachers and students on assessment during educational dialogues.
References
Vaskivska, O. (2013). Navchannia dialohichnoho movlennia starshoklasnykiv [Teaching dialogic speech of high school students]. In H. O. Vaskivska (Ed.), Dydaktyka: teoriia i praktyka: zbirnik naukovih prats (pp. 100–106). Institute of Pedagogy of NAЕS of Ukraine.
Holovina, O. (2019, October 28). Otsiniuvannia – tse navychka i zavzhdy dialoh. Finskyi dosvid [Evaluation is a skill and always a dialogue. Finnish experience]. New Ukrainian school. https://nus.org.ua/articles/otsinyuvannya-tse-navychka-i-zavzhdy-dialog-finskyj-dosvid/
Zhuk, Yu., Hryvko, A., Vashchenko, L. (2021). Doslidzhennya osobistisnogo stavlennya vchiteliv do potochnogo ta pidsumkovogo ocinyuvannya yak umovi viboru strategij kontrolno-ocinyuvalnoyi diyalnosti [On the way of modernization of the evaluation system: research of teachers’ perception of current and final assessment in the secondary school]. Ukrainian Educational Journal, 4, 96–105. https://doi.org/10.32405/2411-1317-2021-4-96-105
Zakon Ukrainy «Pro povnu zahalnu seredniu osvitu» [Law of Ukraine «On comprehensive general secondary education»] (2020). https://zakon.rada.gov.ua/laws/show/463-20#Text
Krivshenko, L. M. (2017). Navchalnyi dialoh – providna skladova evrystychnoi osvity [Educational dialogue is a leading component of heuristic education]. Pedahohichni nauky, 133, 115–128.
Morze, N. V., Barna, O. V., Vember, V. P. (2013). Formuvalne otsiniuvannia: vid teorii do praktyky [Formative assessment: from theory to practice]. Informatyka ta informatsiini tekhnolohii v navchalnykh zakladakh, 6, 45–57.
Savchenko, O. Ya. (2012). Dydaktyka pochatkovoi shkoly [Didactics of primary school]. Hramota.
Yatsenko. S. (2019). Navchalnyi dialoh u profesiinii pidhotovtsi maibutnoho vchytelia pochatkovoi shkoly [The role of educational dialogue in the professional training of a future primary school teacher]. Educational Horizons, 2 (49), 83–87. https://doi.org/10.15330/obrii.49.2.83-87
Bell, B., Cowie, B. (2001). Formative assessment and science education. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47227-9
Bennett, R. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18 (1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Duschl, R. A. (2003). Assessment of inquiry. In J. M. Atkin & J. E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 41–59). National Science Teachers Association Press.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinkin gournal of Research in Science Teaching, 44 (6), 815–843. http://dx.doi.org/10.1002/tea.20171
Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28 (11), 1315–1346. https://doi.org/10.1080/09500690600621100
Chin, C., Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44 (1), 1–39. https://doi.org/10.1080/03057260701828101
Ganajová, M, Sotáková, I, Lukáč, S, Ješková, Z, Jurková, V, Orosová, R. (2021). Formative assessment as a tool to enhance the development of inquiry skills in science education. Journal of baltic science education, 20 (2), 204–222. https://doi.org/10.33225/jbse/21.20.204
Jordan, B., Putz, P. (2004). Assessment as practice: Notes on measures, tests, and targets. Human Organization, 63, 346–358. https://doi.org/10.17730/humo.63.3.yj2w5y9tmblc422k
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37 (1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Ruiz-Primo, M. A., Furtak, E. M. (2006). Informal Formative Assessment and Scientific Inquiry: Exploring Teachers’ Practices and Student Learning. Educational Assessment, 11 (3–4), 205–235. https://doi.org/10.1080/10627197.2006.9652991
Ruiz-Primo, M. A., Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44 (1), 57–84. https://doi.org/10.1002/tea.20163
Scott, P. H., Mortimer, E. F., Aguiar, O. G. (2006). The Tension between Authoritative and Dialogic Discourse: A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons. Science Education, 90, 605–631. https://doi.org/10.1002/sce.20131
Yaşar, M. D. (2020). Chemistry teachers’assessment literacy in Turkey. Journal of Baltic Science Education, 19 (1),76–90. https://doi.org/10.33225/jbse/20.19.76
Wiliam, D., Black, P. (1996). Meaning and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22 (5), 537–548. https://doi.org/10.1080/0141192960220502
Wiliam, D., Leahy, S. (2007). A theoretical foundation for formative assessment. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 29–42). Teachers College Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Лідія Ващенко
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
