Difference between revisions of "Koole2012a"
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{{BibEntry | {{BibEntry | ||
|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
| − | |Author(s)=Tom Koole; | + | |Author(s)=Tom Koole; |
|Title=Teacher evaluations: Assessing “knowing”, “understanding”, and “doing” | |Title=Teacher evaluations: Assessing “knowing”, “understanding”, and “doing” | ||
| − | |Editor(s)=Gitte Rasmussen; Catherine E. Brouwer; Dennis Day; | + | |Editor(s)=Gitte Rasmussen; Catherine E. Brouwer; Dennis Day; |
| − | |Tag(s)=EMCA; Education; Classroom; | + | |Tag(s)=EMCA; Education; Classroom; |
|Key=Koole2012a | |Key=Koole2012a | ||
|Publisher=John Benjamins | |Publisher=John Benjamins | ||
|Year=2012 | |Year=2012 | ||
|Address=Amsterdam / Philadelphia | |Address=Amsterdam / Philadelphia | ||
| − | |Booktitle=Evaluating | + | |Booktitle=Evaluating Cognitive Competences in Interaction |
| − | |Pages= | + | |Pages=43–66 |
| + | |URL=https://benjamins.com/catalog/pbns.225.03koo | ||
| + | |DOI=10.1075/pbns.225.03koo | ||
| + | |Abstract=It is well established that teachers perform evaluations or assessments of student answers. This chapter shows that participants orient to three different dimensions of evaluations: the positive/negative dimension, the object dimension of what is being assessed, and the dimension of the value according to which the object is assessed. The paper then focuses on the object dimension of teacher evaluations in a data set of dyadic teacher-student explanations in mathematics classrooms. The vast majority of teacher evaluations is either concerned with students’ ‘knowing’, or with students’ ‘doing’ – for example when the teacher treats a wrong answer as a mistake -, not with students’ ‘understanding’. The chapter shows both the sequential characteristics of these differently oriented evaluations, and their turn formats. | ||
}} | }} | ||
Latest revision as of 09:11, 30 November 2019
| Koole2012a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Koole2012a |
| Author(s) | Tom Koole |
| Title | Teacher evaluations: Assessing “knowing”, “understanding”, and “doing” |
| Editor(s) | Gitte Rasmussen, Catherine E. Brouwer, Dennis Day |
| Tag(s) | EMCA, Education, Classroom |
| Publisher | John Benjamins |
| Year | 2012 |
| Language | |
| City | Amsterdam / Philadelphia |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 43–66 |
| URL | Link |
| DOI | 10.1075/pbns.225.03koo |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Evaluating Cognitive Competences in Interaction |
| Chapter | |
Abstract
It is well established that teachers perform evaluations or assessments of student answers. This chapter shows that participants orient to three different dimensions of evaluations: the positive/negative dimension, the object dimension of what is being assessed, and the dimension of the value according to which the object is assessed. The paper then focuses on the object dimension of teacher evaluations in a data set of dyadic teacher-student explanations in mathematics classrooms. The vast majority of teacher evaluations is either concerned with students’ ‘knowing’, or with students’ ‘doing’ – for example when the teacher treats a wrong answer as a mistake -, not with students’ ‘understanding’. The chapter shows both the sequential characteristics of these differently oriented evaluations, and their turn formats.
Notes
