The Impact of Interactive Dialogue and Formative Feedback on Students' Learning

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Examining Teachers' Conceptions of Assessment Design and Use (Table 3)

Abstract

Interactive dialogue is essential for developing primary school students' mathematical reasoning competence. Our goal was to expand our understanding of the nature of the associations between observed interactive dialogue, teachers' formative feedback practices, and students' mathematical reasoning. We first constructed a video-analysis instrument for assessing the quality of the interactive dialogues observed, and second, we combined the interaction data we obtained with the students' and teachers' questionnaire data from 804 students in 44 5th and 6th grade primary school classes. The quality of the observed dialogues was lower as expected and it predicted class differences in the students' explaining skills but not in their reasoning competence, which was predicted at the class level by formative feedback, mediated by self-regulation skills.

Author

• Robbert J. Smit, St. Gallen University of Teacher Education
  Presenting Author