Exploring dialogic assessment in English: an analysis of two lessons

The article analyses in detail two lessons that were part of a larger research project on English teaching Canada, England and Scotland. It considers whether the are by their nature both dialogic formative practice. undertaken was carried out using arts-based criticism. found Eaglestone’s notion good synonymous with Alexander’s idea assessment decisions teachers took to encourage students think about texts. dialogue place, through feedback cumulative, could potentially take any direction. In English, ‘the point is respond “simultaneous presence many meanings” rather than draw one unambiguously’. key decision for teacher listen, assess respond.