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2018
Volume 23, Issue 3
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

Of the varied assessment tools available to teachers in the middle school classroom, one that is frequently overlooked in this era of new assessments and curriculum is classroom talk. The dialogic exchanges that occur during routine classroom instruction provide teachers with valuable insight into what students know and can do and can guide teachers’ instructional decisions. This article explores the use of talk as an assessment tool and offers examples of how talk reveals important information about students’ developing understandings and progress toward new learning.

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/content/journals/10.58680/vm201628371
2016-03-01
2025-02-09
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm201628371
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  • Article Type: Research Article
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