IRF USE IN FORMATIVE ASSESSMENT Chris Khonngam Modified IRF Use in Formative Assessment

In the article, Changes, challenges and complexity: recent debates in English language teaching, Elspeth Broady of the University of Brighton raises several interesting issues as they apply to English Language Teaching in the postmodern era. Topics include: the efficacy of PPP (Presentation, Practice, Production), usefulness of lesson planning, and downsides to IRF (Initiation-Response-Feedback) modes of questioning.

On the other hand, I use IRF extensively in the classroom, even though it is criticized for being teacher-centered, reducing student talk, producing 'canned' responses, and may confuse students (see IRE, Initiation-Response-Evaluation, in "Assessing for Learning", Murray & Christison, 2011, p. 182). Perhaps my implementation of IRF is different than the norm. I use it primarily for classroom formative assessment to "confirm understanding." I feel this is a much better method than the horrible general question (e.g. "Understand?"). I use prompts that require critical thinking skills, not simply "yes or no." And I ask open-ended questions with no single correct answer to avoid mimicry, repetition, and "guessing what the right answer is." Rather than ask only a sample of the class, I question every student in rapid-fire succession. If a student can't answer quickly, I allow them to "pass" but I will return to them at the end of the session. Finally, to prevent students from simply parroting my question, I present the question in a different mode (such as a picture or written words) then they will answer in (typically speech) or will require transformation (using different grammar than the prompt).

IRF USE IN FORMATIVE ASSESSMENT Chris Khonngam The following is an example of how I used IRF to test understanding of gerunds. We have practiced adding the suffix "ing" to verbs. I use a Keynote (similar to PowerPoint) presentation on my iPad.

T: (Showing a picture of a swimmer on the iPad). Kim, what do you enjoy?

S: I enjoy swimming.

T: Very good! (Picture of surfer). Albert, what do you enjoy?

S: I enjoy surfing.

T: Excellent! Have you tried surfing?

S: Yes.

T: I think its too difficult. (picture of surfer and shark). How about now, do you enjoy surfing?

S: (laughs). No, I don't enjoy surfing with shark.

IRF USE IN FORMATIVE ASSESSMENT Chris Khonngam References

Broady, E. (2002). Changes, challenges and complexity: recent debates in English language teaching. Language Learning Journal, 26(1), 62-67.

Murray, D. E., & Christison, M. (2011). What English language teachers need to know, Volume II: Facilitating learning. New York, NY: Routledge.