Affiliation:
1. University of Pennsylvania, USA
2. New York University, USA
Abstract
In this chapter, the authors discuss how, in the discipline of history, the dialogic assessment approach to writing conferences can allow teachers to assess and teach students' historical thinking along with their writing. Dialogic assessment is an approach to conducting 1:1 writing conferences designed to elicit a student's live composing—including idea generation, planning, drafting, and revision—through structured questions and prompts. The authors provide a rationale for this method of writing instruction, highlighting its connections to historical thinking and writing. The chapter also depicts examples of teacher mediational moves that support students' writing and historical thinking processes, and several examples of how the first author used these moves in his classroom with a ninth-grade student. It concludes with a discussion of affordances and challenges, along with suggestions for how practitioners can overcome typical obstacles to enacting this practice with students.
Reference51 articles.
1. AtwellN. (2014). In the middle: Writing, reading, and learning with adolescents (3rd ed.). Heinemann.
2. Understanding historical thinking at historic sites.
3. BeckS. W. (2018). A think-aloud approach to writing assessment: Analyzing process and product with adolescent writers. Teachers College Press.
4. Using Dialogic Writing Assessment to Support the Development of Historical Literacy
5. Scaffolding Students’ Writing Processes Through Dialogic Assessment