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“Resisting the rage for certainty”: dialogic assessment: A case study of one secondary English subject classroom in the UK

Sue Brindley (Faculty of Education, University of Cambridge, Cambridge, UK)
Bethan Marshall (King's College London, London, UK)

English Teaching: Practice & Critique

ISSN: 1175-8708

Article publication date: 7 September 2015

Abstract

Purpose

The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Design/methodology/approach

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

Findings

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

Originality/value

This paper is an original look at dialogic assessment within the upper secondary sector.

Keywords

Citation

Brindley, S. and Marshall, B. (2015), "“Resisting the rage for certainty”: dialogic assessment: A case study of one secondary English subject classroom in the UK", English Teaching: Practice & Critique, Vol. 14 No. 2, pp. 121-139. https://doi.org/10.1108/ETPC-02-2015-0009

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited