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Contribution to Book
Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions
Testing the Untestable in Language Education
  • Tammy Slater, Iowa State University
  • Bernard Mohan, University of British Columbia
Document Type
Book Chapter
Publication Version
Submitted Manuscript
Publication Date
1-1-2010
Abstract
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.
Comments

This is a manuscript of a chapter from Testing the untestable in language education (2010): 259. Posted with permission.

Copyright Owner
Multilingual Matters
Language
en
File Format
application/pdf
Citation Information
Tammy Slater and Bernard Mohan. "Towards Systematic and Sustained Formative Assessment of Causal Explanations in Oral Interactions" Testing the Untestable in Language Education (2010) p. 259 - 272
Available at: http://works.bepress.com/tammy_slater/4/