Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons

Abstract

ABSTRACT This case study examined teachers’ on-the-fly formative assessment conversations, that is, how teachers collect information from students’ thinking and use that information to support their learning during teacher-student interactions. Previous studies have typically analysed whole-class discussions on the level of speaking turns, and have identified means of collecting information (eliciting) and using information (feedback). This study used episode-based analysis to identify both forms and functions of on-the-fly formative assessment conversations during all phases of the inquiry lessons. We video-recorded two teachers' physics lessons for 7th graders (13–14 years). When analysing the forms of on-the-fly formative assessment conversations, we found five types of collecting information, including questioning and other means, and four ways of using the information. We also studied the functions of on-the-fly formative assessment and found four main functions and their sub-functions. The main functions differed according to the purpose of guiding in relation to the flow of student inquiry. Teachers (1) checked or examined students’ thinking, (2) corrected or developed students’ present thinking, (3) redirected students’ thinking and (4) reviewed students’ thinking. The analysis of forms and functions enabled us to recognise differences in two physics inquiry lessons on the same topic.