Session Information
23 SES 11 A, Perception and Use of Evaluation and Assessment: Classroom Level
Paper Session
Contribution
The act of evaluation is regarded as a core element in formal educational communication by as by researchers such as Mehan (1978), Brophy (1981), Cazden (2001) and Bernstein (2000). Such an act is constructing a boundary between knowing/not knowing within a formal educational context (cf. Luhmann & Schorr, 2000).
The research problem begins with the dilemma of the pedagogical act of distinguishing knowing from not knowing within the school class. How is the distinction drawn? How is student interactions attributed as praise/blame, right/wrong, competent/not competent etc. legitimized (i.e. motivated)? Thus the interest is not so much what knowledge is selected, but how knowledge is governed within the classroom interaction. This is firstly relevant in contributing to insights on politics of the making of school careers (i.e. the qualification/disqualification of students) respectively realized curricula’s (i.e. how the curriculum is constituted during instruction). Secondly, it is also relevant with respect to gaining insight in a core element of the everyday practice of pedagogy within schools.
This discussion builds on a rather diverse body of knowledge that have studied “initiation-replay-evaluation” sequences (Mehan, 1978, Cazden, 2001) and evaluative remarks (Brophy, 1981, Ribeiro Pedro, 1985, Meyer, 1992, Diamond, 2006, Nystrand et al, 2003). This body of knowledge discusses how instruction is structured with reference to evaluation. However, this researched tends to investigate the deficit of ‘conversational pedagogy’ or ‘deep learning’ (cf. Dapaepe, 2000). Hence this line of research tends to privilege these forms of pedagogy in their data interpretation. Second, this line of research has dealt little with the social function of evaluation.
The general theoretical framework is inspired by social systems theory (Luhmann, 1995). However more specifically it lean on the conceptualization of the school class as a social system (Vanderstraeten, 2001). The benefit of this is framework is that it offers us both an analytics for studying classroom interaction which goes beyond the traditional macro/micro distinction of educational processes.
Method
Expected Outcomes
References
Bellack, A.A. (1978). Competing ideologies in research on teaching. Uppsala: Dep. of education [Pedagogiska inst.], Univ.. Bernstein, B. (2000[1996]). Pedagogy, symbolic control and identity: theory, research, critique. (Rev. ed). Lanham, Md.: Rowman & Littlefield Publishers. Brophy,J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research. Vol. 51, No. 1, pp. 5-32 Cazden, C.B. (2001). Classroom discourse: the language of teaching and learning. (2. ed.) Portsmouth, N.H.: Heinemann. Depaepe, M. (2000). Order in progress: everyday educational practice in primary schools, Belgium, 1880-1970. Leuven: Leuven University Press. Diamond, J. (2007). Where the Rubber Meets the Road: Rethinking the Connection between High-Stakes Testing Policy and Classroom Instruction.Sociology of Education. Vol. 80, No. 4. pp. 285-313 Dinkelaker, J & Herrle, M. (2009). Erziehungswissenschaflihe Videographie. Eine Einführung. Frankfurt: Vs Verlag für Socialwissenschaften. Luhmann, N. (1995). Social systems. Stanford, Calif.: Stanford University Press. Luhmann, N. & Schorr, K. (2000). Problems of reflection in the system of education. Münster: Waxmann. Mehan, H. (1979). Learning lessons: social organization in the classroom. Cambridge, Mass.: Harvard U.P.. Meyer, WU.(1992) 'Paradoxical Effects of Praise and Criticism on Perceived Ability', European Review of Social Psychology, 3: 1, 259 — 283, Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S. & Long, D. A. (2003). Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse. Discourse Processes, 35(2), 135-198. Ribeiro Pedro, E. (1981). Social stratification and classroom discourse: a sociolinguistic analysis of classroom practice. Diss. Stockholm : Univ.. Lund. Vanderstraeten, R. (2001). The School Class as an Interaction Order. British Journal of Sociology of Education. Vol. 22, No. 2. pp. 267-277
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