Connecting collaborative dialogue, assessment and student learning in literacy courses
Elizabeth
Alderton
Connecting collaborative dialogue, assessment and student learning in literacy courses
This study looked at three topics often discussed and debated in educational rhetoric: prior knowledge, collaborative dialogue and assessment. Separately, these topics are valued and seen as important in education, but is there value to purposely layering these practices in a classroom? This research investigated how collaborative dialogue impacted student learning, particularly when utilized to stimulate and deepen knowledge prior to an assessment.
CETL Starter Grant Award
2009-2010
Reading Education
1000.00
