Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions Slater, Tammy Mohan, Bernard Slater, Tammy
dc.contributor.department English 2018-02-17T11:05:43.000 2020-06-30T02:21:14Z 2020-06-30T02:21:14Z Fri Jan 01 00:00:00 UTC 2010 2010-01-01
dc.description.abstract <p>The questions and answers in the above exchanges are common occurrences in classroom discourse: requests by the teacher for causal explanations and efforts by the students to give them. To succeed in school, students need to be able to explain causally, and teachers need to be able to assess these explanations. Students’ causal explanations allow teachers to check understandings of how and why; thus, examining the development of this type of discourse has the potential to provide a framework for formative assessment that can promote learning. Researchers and educators working from a systemic functional linguistic perspective have provided a body of work on causal discourse in science, offering an excellent starting point for examining the development of causal explanations in that subject area. Much of the work that has been undertaken has generally focused on texts written by expert writers (e.g., Mohan et al., 2002 ; Veel, 1997), such as textbooks and encyclopedias.</p>
dc.description.comments <p>This is a manuscript of a chapter from Testing the untestable in language education (2010): 259. Posted with permission.</p>
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dc.identifier.articleid 1070
dc.identifier.contextkey 8040503
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dc.identifier.submissionpath engl_pubs/70
dc.language.iso en
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dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines Curriculum and Social Inquiry
dc.subject.disciplines Educational Methods
dc.title Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions
dc.type article
dc.type.genre book_chapter
dspace.entity.type Publication
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