The rapid evolution of generative artificial intelligence (GenAI) is transforming science education by facilitating innovative pedagogical paradigms while raising substantial concerns about scholarly integrity. One particularly pressing issue is the growing risk of student use of GenAI tools to outsource assessment tasks, potentially compromising…

The rapid evolution of generative artificial intelligence (GenAI) is transforming science education by facilitating innovative pedagogical paradigms while raising substantial concerns about scholarly integrity. One particularly pressing issue is the growing risk of student use of GenAI tools to outsource assessment tasks, potentially compromising…

Recently, chatbot interactions have been used for oral communication practice in the field of foreign language education. Some existing studies have highlighted the use of chatbots in relation to specific L2 skills, yet unfortunately, the user experience component of chatbot interaction has not been empirically researched. This study investigates…

We examined the facilitation of shared epistemic agency through a knowledge-building (KB) design that included analytics-supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to…

Some disadvantages in the use of process recordings as an assessment and teaching tool for evaluating the communication skills of the student in nurse-client interactions are discussed. A more useful alternative process requires actual observation and subsequent participation by the instructor during student-client interviews. (EC)

A research study that attempts to investigate the use of interaction analysis as a means of self analysis by student teachers themselves, or by supervisors in a teacher education program who have had little previous experience with interaction analysis as part of their supervisory functions. Charts, Graphs. (RB)

An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)

This study examined the type of change that occurs in student-faculty relationships. The events perceived by the students as creating change in the relationship were considered "turning point events." Through a process of interviewing 45 senior students and then applying content analysis to the interview data, the researchers were able to…

An assessment is made of the conflicting claims that either co-operation or competition between pupils facilitates pupil learning. (Author)

The introduction to this special issue on interactive assessment and special needs children draws a distinction between the term "interactive assessment" and the more limited "dynamic assessment," and comments that the six papers comprising this issue focus on dynamic assessment, in which there is actual teaching of cognitive…

The principal objective of this study was to develop a classification system for the elements of student and teacher evaluative dialogue which would account for (1) the content area--task centered versus peripheral, and open versus closed; (2) psychological tone--accepting versus rejecting, and neutral versus judging; (3) possibility for…

Pre-service teachers (N=113) responded to a semantic differential to assess attitudes toward five concepts. Significant differences were found in the responses to the five concepts, with students being negative in their attitudes toward perceptions by professors. Implications for student/teacher relations were explored. (Author)

Describes a study of class assessment meetings in Swedish secondary schools, focusing on communicative practices in these meetings, how interactional patterns are reproduced by the participants in the meetings, and how these patterns are linked to the social organization of schools. Findings indicate that time constraints and a standardized agenda…

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…

Uses current research and theory to frame the peer interactions of "Emily Dickinson," a 16-year-old with oral-language problems and social isolation. Classroom-based assessment revealed an interaction pattern in which Emily used her strong literacy interests and skills to initiate and mediate social interaction with peers, including another gifted…