This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

中文翻译：

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阅读评估互动中通过题记完成反馈

本文探讨了小学课堂正式形成性阅读评估中写作在口头反馈序列中的作用。先前的研究表明，交互中的书写对于反馈的交互完成至关重要。针对正式形成性阅读评估研究的反馈的互动写作研究的局限性在于其关注于书面铭文的计划使用。在没有假设铭文被计划为反馈资源的情况下，该研究询问“在正式的形成性阅读评估互动期间，铭文在完成反馈方面发挥什么作用？”当前的研究使用受民族方法学启发的对话分析来分析单个案例，展示了最初为记录学生阅读表现而进行的写作如何在后来无计划地出现，作为诊断和教学互动序列的资源。本文有助于理解铭文作为形成性评估的实用技术，并演示了如何交互地完成阅读表现的正式评估。