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Abstract Title: Supporting Proximal Formative Assessment with Relational Discourse
Abstract: The practice of proximal formative assessment depends on students' sharing their ideas with instructors and on teachers' attending to them.  Normal classroom conditions, characterized by mutual evaluation and attention to learning targets, present threats to students' and teachers' sense of their own competence and value.  Students who feel threatened tend to conceal their ideas; teachers who feel threatened have difficulty attending to students' ideas.  This necessary self-protection on the part of learners and teachers depletes the classroom of information that could be valuable for instruction.  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.  Episodes of classroom video illustrate these effects.
Abstract Type: Gallery Session Poster
Poster Gallery Session: Proximal Formative Assessment

Contributed Poster

Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Rachel E. Scherr
Seattle Pacific University
Co-Author(s)
and Co-Presenter(s)
Hunter G. Close, Texas State University - San Marcos
Sarah B. McKagan, McKagan Enterprises