Assessed into form : The discourse of formative assessment in teacher Facebook interaction

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Assessed into form : The discourse of formative assessment in teacher Facebook interaction

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Publication Article, peer reviewed scientific
Title Assessed into form : The discourse of formative assessment in teacher Facebook interaction
Author Walldén, Robert
Date 2017
English abstract
The aim of this article is to examine how the discourse of formative assessment is perpetuated and transformed in a Facebook group where teachers and other agents meet for discussions and to share advice about teaching methods. Drawing on concepts from critical discourse analysis (Fairclough 1993), the study shows how teachers position themselves as successful and devout practi-tioners of formative assessment, while perpetuating central concepts such as self-regulation and peer assessment. Additionally, the results show how teach-ers’ voices intermingle with actors seeking to align formative ideals with re-quirements for certain goods and services. In light of these findings, the relation between formative discourse and discourses of marketization and performativi-ty seems dialectic rather than oppositional. It is proposed that the resulting interdiscursive mix pushes teachers towards adopting market-oriented identi-ties, foregrounding not only the assessable behaviors of students but also those of their teachers.
Link https://muep.mau.se/bitstream/handle/2043/23552/Educare_2017.2_muep.pdf?sequence=2#page=132 .Icon
Publisher Lärande och Samhälle, Malmö högskola
Host/Issue Educare;2
Volume 2017
ISSN 1653-1868
Language eng (iso)
Subject formative assessment
assessment for learning
critical discourse analysis
marketization
teacher profession
social media
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/23771 Permalink to this page
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