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Assessed into form: The discourse of formative assessment in teacher Facebook interaction
Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0000-0002-2565-8875
2017 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2017, no 2, p. 130-144Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to examine how the discourse of formative assessment is perpetuated and transformed in a Facebook group where teachers and other agents meet for discussions and to share advice about teaching methods. Drawing on concepts from critical discourse analysis (Fairclough 1993), the study shows how teachers position themselves as successful and devout practi-tioners of formative assessment, while perpetuating central concepts such as self-regulation and peer assessment. Additionally, the results show how teach-ers’ voices intermingle with actors seeking to align formative ideals with re-quirements for certain goods and services. In light of these findings, the relation between formative discourse and discourses of marketization and performativi-ty seems dialectic rather than oppositional. It is proposed that the resulting interdiscursive mix pushes teachers towards adopting market-oriented identi-ties, foregrounding not only the assessable behaviors of students but also those of their teachers.

Place, publisher, year, edition, pages
Malmö högskola, Lärande och Samhälle , 2017. Vol. 2017, no 2, p. 130-144
Keywords [en]
formative assessment, assessment for learning, critical discourse analysis, marketization, teacher profession, social media
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-3297DOI: 10.24834/educare.2017.2.6Local ID: 23771OAI: oai:DiVA.org:mau-3297DiVA, id: diva2:1400098
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-11-06Bibliographically approved

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Walldén, Robert

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