Article published in:Evaluating Cognitive Competences in Interaction
Edited by Gitte Rasmussen, Catherine E. Brouwer and Dennis Day
[Pragmatics & Beyond New Series 225] 2012
► pp. 89–118
Good reasons for seemingly bad performance
Competences at the blackboard and the accountability of a lesson
The evaluation of students’ competences in educational institutions tends to be associated with the degree of the students’ mastery vis-à-vis specific, preordained curricular goals. Aside from such sanctified measurements of achievement, however, the analysis of competences is in fact embedded in everyday classroom interaction; or rather, it constitutes a critical element for organizing instructional activities. Taking a 8th grade math class as an example, the present chapter examines how two students’ competences are made publically available during their presentation of a geometry proof delivered at the blackboard, an activity situated in a lesson. Through a multimodal analysis of a series of episodes at the board, this chapter demonstrates how the geometry lesson is achieved through the participants’ concerted activities.
Published online: 21 November 2012
Cited by 5 other publications
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