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written by Rachel E. Scherr, Hunter G. Close, and Sarah B. McKagan
The practice of proximal formative assessment - the continual, responsive attention to students' developing understanding as it is expressed in real time - depends on students' sharing their ideas with instructors and on teachers' attending to them. Rogerian psychology presents an account of the conditions under which proximal formative assessment may be promoted or inhibited: (1) Normal classroom conditions, characterized by evaluation and attention to learning targets, may present threats to students' sense of their own competence and value, causing them to conceal their ideas and reducing the potential for proximal formative assessment. (2) In contrast, discourse patterns characterized by positive anticipation and attention to learner ideas increase the potential for proximal formative assessment and promote self-directed learning. We present an analysis methodology based on these principles and demonstrate its utility for understanding episodes of university physics instruction.
Physics Education Research Conference 2011
Part of the PER Conference series
Omaha, Nebraska: August 3-4, 2011
Volume 1413, Pages 347-350
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
= Formative Assessment
- Learning Theory
- Research Design & Methodology
- Societal Issues
= Cultural Issues
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3680066
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2011 proceedings is available for purchase from the AIP.
Restriction:
© 2011 American Institute of Physics
DOI:
10.1063/1.3680066
NSF Number:
0822342
PACSs:
01.40.Fk
01.40.gb
01.40.Ha
Keywords:
PERC 2011, discourse, formative assessment, threat
Record Cloner:
Metadata instance created April 26, 2012 by Lyle Barbato
Record Updated:
May 15, 2012 by Vince Kuo
Last Update
when Cataloged:
February 6, 2012
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Record Link
AIP Format
R. Scherr, H. Close, and S. McKagan, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730).
AJP/PRST-PER
R. Scherr, H. Close, and S. McKagan, Promoting proximal formative assessment with relational discourse presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730>.
APA Format
Scherr, R., Close, H., & McKagan, S. (2011, August 3-4). Promoting proximal formative assessment with relational discourse. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved April 16, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730
Chicago Format
Scherr, R, H. Close, and S. McKagan. "Promoting proximal formative assessment with relational discourse." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730 (accessed 16 April 2014).
MLA Format
Scherr, Rachel, Hunter Close, and Sarah B. McKagan. "Promoting proximal formative assessment with relational discourse." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 347-350 Vol. 1413 of PER Conference. 16 Apr. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730>.
BibTeX Export Format
@inproceedings{ Author = "Rachel Scherr and Hunter Close and Sarah B. McKagan", Title = {Promoting proximal formative assessment with relational discourse}, BookTitle = {Physics Education Research Conference 2011}, Pages = {347-350}, Address = {Omaha, Nebraska}, Series = {PER Conference}, Volume = {1413}, Month = {August 3-4}, Year = {2011} }
Refer Export Format

%A Rachel Scherr
%A Hunter Close
%A Sarah B. McKagan
%T Promoting proximal formative assessment with relational discourse
%S PER Conference
%V 1413
%D August 3-4 2011
%P 347-350
%C Omaha, Nebraska
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730
%O Physics Education Research Conference 2011
%O August 3-4
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Scherr, Rachel
%A Close, Hunter
%A McKagan, Sarah B.
%D August 3-4 2011
%T Promoting proximal formative assessment with relational discourse
%B Physics Education Research Conference 2011
%C Omaha, Nebraska
%V 1413
%P 347-350
%S PER Conference
%8 August 3-4
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730


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