Relata refero: ”Positiv, pigg och bra attityd”
- Publisher: Co-Action Publishing
Nordic Journal of Studies in Educational Policy
This article focuses on assessment deliveries in discussions on progress, i.e. when the teacher reports on his/her fellow-teachers’ assessments. In these episodes, the teacher runs the risk of ending up in a complicated situation, essentially since the assessments recurrently are very brief and/or difficult to interpret. To meet these problems, the teacher make use of certain strategies, e.g., adding his/her own comments that often seize upon the gratifying content of the assessment, or involving the pupil to engage in a "sidetrack" of an everyday character. In both cases, the sequence is made to last longer as it, simultaneously, undergoes a ”conversationalization”.