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Promoting proximal formative assessment with relational discourse
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
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=11883">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.</a>
![]() R. Scherr, H. Close, and S. McKagan, , presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730).
![]() 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, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730>.
![]() 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 February 9, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730
![]() 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. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730 (accessed 9 February 2025).
![]() 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. 9 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730>.
![]() @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}
}
![]() %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 https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730 %O Physics Education Research Conference 2011 %O August 3-4 %O application/pdf ![]() %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 https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11883&DocID=2730 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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