Purpose: The aim of this research note is to introduce a new appraisal form, the Classroom Communication and Collaboration (C3) Appraisal, designed to evaluate communication and collaboration within classroom settings. Method: A comprehensive synthesis of the key skills from a broad range of publications on successful communication and…

This study explores the use of Large Language Models (LLMs), specifically GPT-4, in analysing classroom dialogue--a key task for teaching diagnosis and quality improvement. Traditional qualitative methods are both knowledge- and labour-intensive. This research investigates the potential of LLMs to streamline and enhance this process. Using…

In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of authentic questions has been used as an indicator of the dialogic quality of classroom activities. However, this article offers an analysis of the concept of authentic questions in the research literature and shows that this…

Research worldwide highlights the lack of teachers' assessment literacy and shows their beliefs and feelings about being unprepared to face classroom assessment. The same reality has occurred in Chile (Latin America), where participants in this investigation expressed their lack of assessment literacy during their tertiary education. Therefore,…

This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class…

"Multimodal Signs of Learning" proposes a methodology to uncover evidence of learning in students' multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students' handmade artefacts and physical presentations. Using materials from…

Classroom management practices are critical to the success of teachers and students, and a growing number of programs have been developed to improve these practices. However, there has been less investigation into observational tools to assess classroom management and exploration of whether it can be measured consistently by observers across…

The purpose of this research is to understand, through an ethnography, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Santiago, Chile. We address the problem in an educational model with an evaluation system based on high-stakes testing. The results give an account of interactions do not favour…

Courses: Instructional Communication, Graduate Teaching Assistant Training Programs. Objectives: Students will (1) understand critical communication pedagogy (CCP); (2) evaluate traditional and critical objectives and assessment procedures; and (3) create critical objectives and assessment procedures.

One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion,…

In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis…

Classroom management practices are critical to the success of teachers and students, and a growing number of programs have been developed to improve these practices. However, there has been less investigation into observational tools to assess classroom management and explore whether it can be measured consistently by observers across elementary,…

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…

Educators have long recognized the value and import of class journaling. Traditional approaches to journaling, however, only engage students in one mode of communicative expression while allowing them to procrastinate in writing their entries. Typical journals are also read exclusively by the instructor, which overlooks the opportunity for…

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic…