Abstract:

In this contribution, we address the issue of coding classroom talk during lessons conducted in an inquiry-based manner. For this purpose, we propose a joint communication model for coding formative assessment and inquiry-based education in the classroom. The proposed model is suitable both for mathematics and science education.

In our effort, we proceed from the ESRU model devised for exploring informal formative assessment in inquiry-based science teaching, and adapt it for broader use. The original ESRU model focuses on the on-the-fly teacher feedback during formative assessment, we modify it to focus on any classroom interactions during formative assessment and combine it with the schema for the process of inquiry. Such a combination allows to visualise the interconnectedness of formative assessment and inquiry-based education as well as discern the occurrences of the on-the-fly assessment and peer-assessment. We call the adapted model a double:ESRU model.

The contribution describes the theoretical background and the process of adaptation that leads to the double:ESRU model, and provides classroom excerpts with codes that illustrate the use of the model.

The issues reported in this contribution are a part of a larger educational research project that aims to create an online interactive learning environment for science and mathematics teachers where they could learn how to implement formative assessment in their inquiry based teaching. This contribution belongs to the preparatory stage of the project where we prepare various analytic and educational tools suitable for the intended purpose.

Keywords:

Formative assessment, inquiry-based education, science education, mathematics education, coding, classroom interactions.