Abstract:

Many research works (Rivkin, Hanushek, Kain, 2005; Rockoff, 2004) emphasise the connection between quality of teachers’ work and school students’ progress, and attention to processes of assessment might significantly increase the pace of student learning (Wiliam, 2006). Therefore, education systems of many countries seek to make assessment (especially formative) during lessons a priority (Prospective Report on the Future of Assessment in Primary and Secondary Education, 2020). Moreover, it is aimed to enhance teachers’ abilities when choosing and implementing strategies of assessment, regarding the impact of assessment on justice. Research works show that, when self-assessing their learning achievements, progress, students more strongly self-engage in the process of learning and self-develop responsibility for their learning, which significantly improves their attainments (Wiliam, 2020; Fontana and Fernandes, 1994). Despite higher attention to the function of the formative assessment, seeking to engage school students in the planning of their learning, presently, self-assessment is not dominant and faces many problems in the practice of education. Teacher literacy in assessment of the learning process is one of them (Pastore, Andrade, 2019; Xu, Brown, 2016; DeLuca, LaPointe-McEwan, Luhanga, 2015).

As a result, it becomes relevant to investigate teacher’s activities by raising a problem question how are teacher’s activities being constructed during the process of school students’ self-assessment of their learning.

The research grounds on provisions of social constructionism stating that language is analysed as interaction where, according to Gergen (1994), both language and understanding which is the only objective element obtained by us are created (Pereira, 2008); that social reality and self-perception are being created during interactions and conversations through verbal and written language; that learning becomes an embodied and responsive understanding helping to better perceive how we construct our reality and identity (Cunliffe, 2016); that in such learning environment school students as critically reflective practitioners subjectively perceive reality and think of the impact of their actions when creating reality and knowledge, i.e. while thinking in reality (Cunliffe, 2016). Application of the dynamic interpretation theory (Bunt, 1999) enabled viewing the meaning of communicative behaviour when dealing with the changes in participants’ information status that took place while successfully communicating.

The research data was collected by using the in-depth interview method which was video recorded; data analysis was carried out by employing discourse analysis (Bloome et al., 2005; Chimombo, Roseberry, 1998).

Keywords:

Self-assessment for learning, discourse analysis, teacher activities.