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Chris Khonngam describes how he uses a modified IRF pattern in the ESL classroom.
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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.