Part of
Evaluating Cognitive Competences in InteractionEdited by Gitte Rasmussen, Catherine E. Brouwer and Dennis Day
[Pragmatics & Beyond New Series 225] 2012
► pp. 43–66
Edited by Gitte Rasmussen, Catherine E. Brouwer and Dennis Day
[Pragmatics & Beyond New Series 225] 2012
► pp. 43–66
Teacher evaluations
Assessing ‘knowing’, ‘understanding’, and ‘doing’
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.
Cited by
Cited by 18 other publications
Breidenstein, Georg & Tanya Tyagunova
2021. Ethnomethodologie und Konversationsanalyse. In Handbuch Bildungs- und Erziehungssoziologie, ► pp. 1 ff. 
Breidenstein, Georg & Tanya Tyagunova
2022. Ethnomethodologie und Konversationsanalyse. In Handbuch Bildungs- und Erziehungssoziologie [Bildung und Gesellschaft, ], ► pp. 473 ff.
Deunk, Marjolein
2023. Effective Task Instruction in the First Year of School: What Teachers and Children Do. Research on Children and Social Interaction 6:2
Gustafsson, Patrik
2024. Exploring and developing a framework for analysing whole-class discussions in mathematics. Research in Mathematics Education ► pp. 1 ff.
Heuser, Svenja, Béatrice Arend & Patrick Sunnen
2020. Reading Aloud in Human-Computer Interaction: How Spatial Distribution of Digital Text Units at an Interactive Tabletop Contributes to the Participants’ Shared Understanding. In HCI International 2020 - Late Breaking Papers: Multimodality and Intelligence [Lecture Notes in Computer Science, 12424], ► pp. 117 ff.
Ingram, Jenni
2018. Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM 50:6 ► pp. 1065 ff.
Ishino, Mika
2024. Inclusive third-turn repeats: managing or constraining students’ epistemic status?. Classroom Discourse 15:1 ► pp. 24 ff.
Ivaldi, Antonia
2016. Students’ and teachers’ orientation to learning and performing in music conservatoire lesson interactions. Psychology of Music 44:2 ► pp. 202 ff.
Jager, Margot, Andrea F. De Winter, Janneke Metselaar, Erik J. Knorth, Sijmen A. Reijneveld & Mike Huiskes
2015. Compliments and accounts: Positive evaluation of reported behavior in psychotherapy for adolescents. Language in Society 44:5 ► pp. 653 ff.
Langeloo, Annegien, Marjolein I. Deunk, Mayra Mascareño Lara & Jan-Willem Strijbos
2023. Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms. Journal of Research in Childhood Education 37:1 ► pp. 136 ff.
Margutti, Piera & Paul Drew
2014. Positive evaluation of student answers in classroom instruction. Language and Education 28:5 ► pp. 436 ff.
Piirainen–Marsh, Arja & Liisa Tainio
2014. Asymmetries of Knowledge and Epistemic Change in Social Gaming Interaction. The Modern Language Journal 98:4 ► pp. 1022 ff.
Rauniomaa, Mirka, Esko Lehtonen & Heikki Summala
2018. Noticings with instructional implications in post‐licence driver training. International Journal of Applied Linguistics 28:2 ► pp. 326 ff.
Sanderson, Alice, Antonia Ivaldi & Michael Forrester
2024. Moving from informal talk to performance: The use of musical prompting as an interaction device for resuming practice in musical theatre rehearsals. Musicae Scientiae
Skarbø Solem, Marit
2016. Negotiating knowledge claims: Students’ assertions in classroom interactions. Discourse Studies 18:6 ► pp. 737 ff.
Solem, Marit Skarbø
2016. Displaying knowledge through interrogatives in student-initiated sequences. Classroom Discourse 7:1 ► pp. 18 ff.
Tainio, Liisa & Anu Laine
2015. Emotion work and affective stance in the mathematics classroom: the case of IRE sequences in Finnish classroom interaction. Educational Studies in Mathematics 89:1 ► pp. 67 ff.
Wolff, Stephan
2016. Wie passt die Konversationsanalyse zur Organisationspädagogik?. In Organisation und Methode, ► pp. 9 ff.
This list is based on CrossRef data as of 11 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.