Assessing Elementary Students' Embodied Interactions in Structured Interviews

• In Event: Roundtable Session 22
  In Roundtable Session: Diverse Approaches in Uncovering the Experiences of Participants

Abstract

Semi-structured interviews are often used to elicit student performances which are later analyzed by reducing the talk to verbal responses to such questions. This approach is antithetical to the sociocultural approaches to learning, which assumes that learning is a co-construction. We draw on data from a study teaching first and second graders about particles (Danish, Enyedy, Saleh, Lee & Andrade, 2015). We compare analysis from an embodied interaction approach (Streeck, Goodwin, & LeBaron, 2011) with the qualitative codes from the prior study to understand the interactional nature of students’ performances. An embodied interaction approach reveals nuances in students’ developing ideas and highlight how students’ performance are co-constructed by appropriating multiple semiotic fields and other salient resources in the interview.

Authors

• Asmalina Saleh, Indiana University - Bloomington

• Joshua Adam Danish, Indiana University

• Noel D. Enyedy, University of California - Los Angeles