PERC 2011 Abstract Detail Page
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| Abstract Title: | Supporting Proximal Formative Assessment with Relational Discourse |
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| 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 |
