In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. Data from a corpus of video-recordings of an EFL classroom in a preparatory school at tertiary level are presented. It is seen that RPLEs occur when the teacher contingently extends the main instructional activity to focus on what was presented interactionally earlier. In this way, the teacher seeks evidence of student knowledge and understanding and/or acts on the negative evidence already elicited in order to enhance learning and shape instruction. The analysis of RPLE instances also brings evidence for the relation between learning and assessment together with the tracking of language learning behaviour in subsequent learning events from the perspective of CA-SLA. As a result, this study bridges a gap between language assessment and classroom research by suggesting that teachers’ ability to informally assess for formative purposes is an integral part of their classroom interactional competence.

中文翻译：

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参考过去的学习事件作为 L2 课堂互动中非正式形成性评估的实践

在这项研究中，我们关注的是 L2 课堂中形成性评估 (FA) 的非正式维度。我们检查那些嵌入到日常学习活动中并偶然、持续和灵活地出现在课堂互动中并通过课堂互动出现的实例。利用对话分析 (CA) 的方法论基础，我们发现了在 L2 课堂互动中出现的参考过去学习事件 (RPLE) 的实例，并强调了其与非正式 FA 的相关性。展示了来自高等教育预科学校 EFL 教室的录像语料库的数据。可以看出，当教师偶然地将主要教学活动扩展到专注于先前交互呈现的内容时，就会发生 RPLE。这样，教师寻求学生知识和理解的证据和/或根据已经引出的负面证据采取行动，以加强学习和塑造教学。对 RPLE 实例的分析还从 CA-SLA 的角度为学习和评估之间的关系以及后续学习事件中语言学习行为的跟踪提供了证据。因此，本研究通过表明教师为形成目的进行非正式评估的能力是他们课堂互动能力的一个组成部分，从而在语言评估和课堂研究之间架起了一座桥梁。对 RPLE 实例的分析还从 CA-SLA 的角度为学习和评估之间的关系以及后续学习事件中语言学习行为的跟踪提供了证据。因此，本研究通过表明教师为形成目的进行非正式评估的能力是他们课堂互动能力的一个组成部分，从而在语言评估和课堂研究之间架起了一座桥梁。对 RPLE 实例的分析还从 CA-SLA 的角度为学习和评估之间的关系以及后续学习事件中语言学习行为的跟踪提供了证据。因此，本研究通过表明教师为形成目的进行非正式评估的能力是他们课堂互动能力的一个组成部分，从而在语言评估和课堂研究之间架起了一座桥梁。