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Details van artikel 47 van 191 gevonden artikelen
| Titel: |
Differentiation as an interactional consequence of routine classroom testing |
| Auteur: |
Poole, Deborah |
| Verschenen in: |
International journal of qualitative studies in education |
| Paginering: | Jaargang 7 (1994) nr. 1 pagina's 1-17 |
| Jaar: |
1994-01 |
| Inhoud: |
This paper examines the differentiating or selective function of schooling as constituted in the interactional sequences of routine testing events. An investigation of teacher-student interaction surrounding the return and review of corrected tests documents repeated displays of students' differential test performance, suggesting that classroom testing represents a critical activity through which the selection of students into more or less successful groups is interactionally accomplished. The analysis centers on the sequential organization of talk in six test review events and demonstrates how each conversational move can be structured or interpreted to serve the differentiating function of the event. It suggests that the differentiation of both homogeneous and heterogeneous school populations is a necessary by-product of current testing practices and points to the need for alternative models of assessment. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 47 van 191 gevonden artikelen
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