Teacher Questioning as A Formative Assessment Strategy In EFL Context

Milawati Milawati

Abstract


Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.


Keywords


EFL, Formative Assessment, Teacher Questioning

Full Text:

PDF

References


Black P, Wiliam D. (1998). Assessment and classroom learning. Assessment in Education:

Principles, Policy and Practice 5(1): 7–74

Black P, Harrison C, Lee C, Marshall B, and Wiliam, D. (2003). Assessment for Learning: Putting It into Practice. Maidenhead: Open University Press.

Black P, Wiliam D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21(1): 5–31.

Boyd, Maureen P. (2015). Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom. Journal of Literacy Research Vol. 47(3) 370 –404. sagepub.com/journalsPermissions.nav DOI: 10.1177/1086296X16632451

Cakmak, M. (2009). Pre-Service Teachers’ Thoughts about Teachers’ Questions in Effective Teaching Process. Elementary Education Online, 8(3), p. 666-675. http://ilkogretim-online.org.tr.

Carless D. (2011). From Testing to Productive Student Learning: Implementing Formative

Assessment in Confucian-heritage Settings. New York: Routledge.

Chen, Hand & Meier. (2016). Teacher Roles of Questioning in Early Elementary Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation. Springer 11 january 2016. DOI 10.1007/s11165-015-9506-6

Eng Ho, Debbie Guan. (2005). Why Do Teachers Ask the Questions They Ask?. RELC Journal 36: 297 DOI: 10.1177/0033688205060052 http://rel.sagepub.com/content/36/3/297

Engin, Marion. (2012). “Questioning to Scaffold: an Exploration of Questions in Pre-Service Teacher Training Feedback Sessions”. European Journal of Teacher Education Volume 36, 2013 - Issue 1. http://dx.doi.org/10.1080/02619768.2012.678485

Erdogan, Ibrahim & Campbell, Todd. (2008). “Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices”. International Journal of Science Education Volume 30, 2008 - Issue 14.

Hattie J, Timperley H (2007) The power of feedback. Review of Educational Research 77(1): 81–112.

Hill K, McNamara T (2012) Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing 29(3): 395–420.

Jiang, Yan. (2014). “Exploring Teacher Questioning as a Formative Assessment Strategy”. RELC Journal, Vol. 45(3) 287 –304. sagepub.co.uk/journalsPermissions.nav. DOI: 10.1177/0033688214546962

Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding Science Talk: The Role Of Teachers’ Questions In The Inquiryclassroom. International Journal of Science Education, 35(12), 2004–2027. http://dx.doi.org/10.1080/09500693.2011.604684

Kira, E., Komba, S., Kafanabo, E., & Tilya, F. (2013). “Teachers’ Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective”. Australian Journal of Teacher Education, 38(12).Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss12/5

Leung C, Mohan B. (2004). Teacher Formative Assessment and Talk in Classroom Context: Assessment As Discourse And Assessment Of Discourse. Language Testing 21(3): 335–59.

Lynch, T. (1991). “Questioning Roles in The Classroom”. ELT Journal Vol. 45/3 July 1991. Pp. 201 -210

Miles and Huberman (1994). Qualitative Data Analysis 2nd Ed. USA: SAGE Publication.

Rea-Dickins P. (2001). Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing 18(4): 429–62.

Richards JC, Lockhart C (1994) Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Sardareh & Sa”ad, (2013). ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?. International Education Studies; Vol. 7, No. 9. ISSN 1913-9020 E-ISSN 1913-9039. doi:10.5539/ies.v7n9p161 URL: http://dx.doi.org/10.5539/ies.v7n9p161

Sinclair, J. McH. and R. M. Coulthard. (1975). Towards an Analysis of Discourse. Oxford: Oxford University Press.

Smart & Marshall. (2012). Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science. J Sci Teacher Educ 24:249–267.DOI 10.1007/s10972-012-9297-9

Tan, Zhi. (2007). Questioning in Chinese University EL Classrooms: What Lies beyond It?. SAGE. Vol 38(1) 87-103 | DOI: 10.1177/0033688206076161

Tracy & Robbles. (2009). Questions, Questioning, And Institutional Practices: An Introduction. SAGE Vol 11(2): 131–152 DOI.10.1177/1461445608100941.

Wong,R. (2010). Classifying Teacher Questions In Efl Classrooms: Question Types And Their Proper Use. TESOL in Context, Volume 20, No.1, pp. 37-57 ISSN 1030-8385.

Wragg, E. C and Brown, G. (2001). Questioning in the Secondary School. New York: Routledge




DOI: http://dx.doi.org/10.21462/jeltl.v2i2.67

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:journal.eltl@gmail.com


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: