What is it about?
This study explores the characteristics of peer and teacher-student exemplar dialogues (using conversation analysis methods) and the challenges in the dialogic process.
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Why is it important?
The significance of the study lies in identifying the challenges of conducting peer and teacher-student exemplar talk in higher education and drawing pedagogical implications for productive exemplar dialogues. Particularly, it sheds light on the interplay of power relations, dialogic features and student understanding of standards.
Perspectives
Different from my first paper "Making productive use of exemplar dialogues: Peer discussion and teacher guidance for positive transfer of strategies" (To & Carless, 2016), this paper examines the issue of power relations between peers, students and teachers in the dialogic process. The major challenges in the dialogic process are discussed, and recommendations to manage the interpersonal conflicts in peer and teacher-student exemplar dialogues are outlined.
Dr Jessica JT To
University of Hong Kong
Read the Original
This page is a summary of: Using peer and teacher-student exemplar dialogues to unpack assessment standards: challenges and possibilities, Assessment & Evaluation in Higher Education, July 2017, Taylor & Francis,
DOI: 10.1080/02602938.2017.1356907.
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