Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment

Stephania Albert Jonglai

doi:doi:10.11648/j.ellc.20220703.12

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Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment

Stephania Albert Jonglai

Published in English Language, Literature & Culture (Volume 7, Issue 3)

Received: 11 April 2022 Accepted: 28 April 2022 Published: 29 July 2022

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Abstract

In any qualitative study, the question of validity and reliability often becomes an issue to the extent that questions are asked about whether any rigour was applied in carrying out the study. Qualitative data is ‘interpretive’ this means that the researcher brings his/her own perspective to the interpretation by building patterns, categories and themes through learning and understanding the pedagogical beliefs of the participants. This also means that a researcher needs to be careful and precise when selecting her themes and how the data will be derived in her findings. Thus, the study adopted multiple methods and multiple sources of data to triangulate the findings as well as to determine which participants claimed to have an understanding or knowledge of the Malaysian formative assessment or to have experienced a significant change in practices since its introduction. Multiple sources of data were used, comparing and cross-checking data collected through observations at different times or places or interview data gathered from people with varying perspectives or from follow-up interviews with the same individuals. The researcher also returned to each school to have my three participants validate my findings (to agree or disagree with them) and to determine whether they had something further to explain about their own pedagogical beliefs and actions regarding formative assessment. In other words, she applied a member checking ‘dialogic approach’ to deal with the validity of the study rather than just depending on the researcher’s own interpretation of the teachers’ practices.

Published in	English Language, Literature & Culture (Volume 7, Issue 3)
DOI	10.11648/j.ellc.20220703.12
Page(s)	77-83
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Formative Assessment, Member Checking, Validity, Reliability

References

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[2]	Burns, M. (2010). Active learning in math and science: Case study report on technology tools for teaching and training (T4). Report prepared for United States Agency for International Development. Bangalore, India: Education Development Center.
[3]	Christodoulou, D. 2016. Making good progress? The future of assessment for learning. 1st ed. Oxford, UK: Oxford University Press.
[4]	Denscombe, M. 2014. The good research guide for small-scale social research project. Open University Press.
[5]	Harvey, L. 2014. Beyond member-checking: a dialogic approach to the research interview. International Journal of Research & Method in Education [online]. 38 (1), pp. 1–16. Available from: http://www.tandfonline.com/doi/abs/10.1080/1743727X.2014.914487.
[6]	Jonglai, S., Pike, M. and Lamb, M., 2021. Formative Assessment: The Malaysian English Language Primary School Teachers’ Pedagogical Beliefs and Values. International Journal of English Language Studies, 3 (4), pp. 52-66.
[7]	Lincoln, Y. and Guba, E. 1985. Naturalistic inquiry. Sage Publications.
[8]	McDonough, J. and McDonough, S., 2014. Research methods for English language teachers. Routledge.
[9]	Merriam, S. B. 2009. Qualitative research: a guide to design and implementation. 2nd ed. San Francisco, CA: The Jossey-Bass.
[10]	Micheal, C., Lovece, S., Vannini, I., Gagatsis, A. (2022). Exploring teachers’ beliefs for formative assessment mathematics, teaching and learning in Cyprus and Italy. Retrieved 29 April 2022, from https://cris.unibo.it/handle/11585/566546
[11]	Ministry of Education, M. 2011. English language curriculum for Malaysian primary schools Year 1: a teacher’s guidebook. (M. Curriculum Division Development). Putrajaya: Ministry of Education Malaysia.
[12]	Ministry of Education, M. 2012. Preliminary Report: Malaysia education blueprint 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
[13]	Oppell, M. Von and Aldridge, J. 2015. Teacher beliefs and education reform in Abu Dhabi : 21st Century Skills? 2 (2), pp. 36–60.
[14]	Orafi, S. and Borg, S., 2009. Intentions and realities in implementing communicative curriculum reform. System, 37 (2), pp. 243-253.
[15]	Wedell, M. 2009. Planning for education change: putting people and their contexts first. London: Continuum International Publishing Group.

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APA Style

Stephania Albert Jonglai. (2022). Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. English Language, Literature & Culture, 7(3), 77-83. https://doi.org/10.11648/j.ellc.20220703.12

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Stephania Albert Jonglai. Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. Engl. Lang. Lit. Cult. 2022, 7(3), 77-83. doi: 10.11648/j.ellc.20220703.12

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Stephania Albert Jonglai. Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. Engl Lang Lit Cult. 2022;7(3):77-83. doi: 10.11648/j.ellc.20220703.12

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@article{10.11648/j.ellc.20220703.12,
  author = {Stephania Albert Jonglai},
  title = {Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment},
  journal = {English Language, Literature & Culture},
  volume = {7},
  number = {3},
  pages = {77-83},
  doi = {10.11648/j.ellc.20220703.12},
  url = {https://doi.org/10.11648/j.ellc.20220703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20220703.12},
  abstract = {In any qualitative study, the question of validity and reliability often becomes an issue to the extent that questions are asked about whether any rigour was applied in carrying out the study. Qualitative data is ‘interpretive’ this means that the researcher brings his/her own perspective to the interpretation by building patterns, categories and themes through learning and understanding the pedagogical beliefs of the participants. This also means that a researcher needs to be careful and precise when selecting her themes and how the data will be derived in her findings. Thus, the study adopted multiple methods and multiple sources of data to triangulate the findings as well as to determine which participants claimed to have an understanding or knowledge of the Malaysian formative assessment or to have experienced a significant change in practices since its introduction. Multiple sources of data were used, comparing and cross-checking data collected through observations at different times or places or interview data gathered from people with varying perspectives or from follow-up interviews with the same individuals. The researcher also returned to each school to have my three participants validate my findings (to agree or disagree with them) and to determine whether they had something further to explain about their own pedagogical beliefs and actions regarding formative assessment. In other words, she applied a member checking ‘dialogic approach’ to deal with the validity of the study rather than just depending on the researcher’s own interpretation of the teachers’ practices.},
 year = {2022}
}

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TY  - JOUR
T1  - Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment
AU  - Stephania Albert Jonglai
Y1  - 2022/07/29
PY  - 2022
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DO  - 10.11648/j.ellc.20220703.12
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
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EP  - 83
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20220703.12
AB  - In any qualitative study, the question of validity and reliability often becomes an issue to the extent that questions are asked about whether any rigour was applied in carrying out the study. Qualitative data is ‘interpretive’ this means that the researcher brings his/her own perspective to the interpretation by building patterns, categories and themes through learning and understanding the pedagogical beliefs of the participants. This also means that a researcher needs to be careful and precise when selecting her themes and how the data will be derived in her findings. Thus, the study adopted multiple methods and multiple sources of data to triangulate the findings as well as to determine which participants claimed to have an understanding or knowledge of the Malaysian formative assessment or to have experienced a significant change in practices since its introduction. Multiple sources of data were used, comparing and cross-checking data collected through observations at different times or places or interview data gathered from people with varying perspectives or from follow-up interviews with the same individuals. The researcher also returned to each school to have my three participants validate my findings (to agree or disagree with them) and to determine whether they had something further to explain about their own pedagogical beliefs and actions regarding formative assessment. In other words, she applied a member checking ‘dialogic approach’ to deal with the validity of the study rather than just depending on the researcher’s own interpretation of the teachers’ practices.
VL  - 7
IS  - 3
ER  -

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Author Information

Stephania Albert Jonglai

Faculty of Education, University of Leeds, West Yorkshire Leeds, United Kingdom

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Plain Text BibTeX RIS

APA Style

Stephania Albert Jonglai. (2022). Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. English Language, Literature & Culture, 7(3), 77-83. https://doi.org/10.11648/j.ellc.20220703.12

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ACS Style

Stephania Albert Jonglai. Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. Engl. Lang. Lit. Cult. 2022, 7(3), 77-83. doi: 10.11648/j.ellc.20220703.12

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AMA Style

Stephania Albert Jonglai. Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment. Engl Lang Lit Cult. 2022;7(3):77-83. doi: 10.11648/j.ellc.20220703.12

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@article{10.11648/j.ellc.20220703.12,
  author = {Stephania Albert Jonglai},
  title = {Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment},
  journal = {English Language, Literature & Culture},
  volume = {7},
  number = {3},
  pages = {77-83},
  doi = {10.11648/j.ellc.20220703.12},
  url = {https://doi.org/10.11648/j.ellc.20220703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20220703.12},
  abstract = {In any qualitative study, the question of validity and reliability often becomes an issue to the extent that questions are asked about whether any rigour was applied in carrying out the study. Qualitative data is ‘interpretive’ this means that the researcher brings his/her own perspective to the interpretation by building patterns, categories and themes through learning and understanding the pedagogical beliefs of the participants. This also means that a researcher needs to be careful and precise when selecting her themes and how the data will be derived in her findings. Thus, the study adopted multiple methods and multiple sources of data to triangulate the findings as well as to determine which participants claimed to have an understanding or knowledge of the Malaysian formative assessment or to have experienced a significant change in practices since its introduction. Multiple sources of data were used, comparing and cross-checking data collected through observations at different times or places or interview data gathered from people with varying perspectives or from follow-up interviews with the same individuals. The researcher also returned to each school to have my three participants validate my findings (to agree or disagree with them) and to determine whether they had something further to explain about their own pedagogical beliefs and actions regarding formative assessment. In other words, she applied a member checking ‘dialogic approach’ to deal with the validity of the study rather than just depending on the researcher’s own interpretation of the teachers’ practices.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Employing Harvey’s Dialogic Approach Beyond Member Checking Technique: A Three Case Study in a Malaysian Primary School Classroom About Formative Assessment
AU  - Stephania Albert Jonglai
Y1  - 2022/07/29
PY  - 2022
N1  - https://doi.org/10.11648/j.ellc.20220703.12
DO  - 10.11648/j.ellc.20220703.12
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 77
EP  - 83
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20220703.12
AB  - In any qualitative study, the question of validity and reliability often becomes an issue to the extent that questions are asked about whether any rigour was applied in carrying out the study. Qualitative data is ‘interpretive’ this means that the researcher brings his/her own perspective to the interpretation by building patterns, categories and themes through learning and understanding the pedagogical beliefs of the participants. This also means that a researcher needs to be careful and precise when selecting her themes and how the data will be derived in her findings. Thus, the study adopted multiple methods and multiple sources of data to triangulate the findings as well as to determine which participants claimed to have an understanding or knowledge of the Malaysian formative assessment or to have experienced a significant change in practices since its introduction. Multiple sources of data were used, comparing and cross-checking data collected through observations at different times or places or interview data gathered from people with varying perspectives or from follow-up interviews with the same individuals. The researcher also returned to each school to have my three participants validate my findings (to agree or disagree with them) and to determine whether they had something further to explain about their own pedagogical beliefs and actions regarding formative assessment. In other words, she applied a member checking ‘dialogic approach’ to deal with the validity of the study rather than just depending on the researcher’s own interpretation of the teachers’ practices.
VL  - 7
IS  - 3
ER  -

Copy | Download