An Interpretive Exercise in Moving from Research to Assessment in Language Arts

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dc.contributor.authorBlackman, Galicia
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:41:30Z
dc.date.available2017-06-28T22:41:30Z
dc.date.issued2017-05
dc.description.abstractResearch on dialogic learning practices supports the use of dialogic contexts for language students, but actual teaching practice provides little evidence of corresponding assessments. In order to facilitate a qualitative research project on dialogic practices in language classes, I used audio-journals. This paper reports on an interpretive exercise, which came out of that research. In the interpretive exercise, I considered the strengths and challenges of using audio-journals in research. Furthermore, I contemplated the possibilities of using audio-journals in Language Arts instruction, to close in on the research gap regarding assessment of oral literacy.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.citationBlackman, G. "An Interpretive Exercise in Moving from Research to Assessment in Language Arts". 2017 In Preciado Babb, P., Yeworiew, L., Sabbaghan, S. (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change, pp. 150-158. Calgary, Canada: Werklund School of Education, University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5330
dc.identifier.urihttp://hdl.handle.net/1880/52122
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectlanguage learningen_US
dc.subjectaudio-journalsen_US
dc.subjectassessmenten_US
dc.titleAn Interpretive Exercise in Moving from Research to Assessment in Language Artsen_US
dc.typeunknown
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