What question did this study set out to answer?

This study aims to explore how dialogic assessment functions as a shared tool for institutional change among teachers.

‘So, you say we can get dialogue from anyone?’ Teachers’ collaborative implementation of school-level dialogic assessment

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Ethnography examines dialogic assessment's role in enhancing collaborative teaching practices, suggesting implications for pedagogy.

This study aims to explore how dialogic assessment functions as a shared tool for institutional change among teachers.
Conducted an ethnography in a school in Israel focusing on dialogic pedagogy.
Integrated a novel rubric into the report card to assess students' dialogic engagement.
Analyzed teachers’ collaborative processes and their experiences with dialogic assessment.
Identified tensions between dialogic ideals and existing school cultures during implementation.
Uncovered institutional contradictions that prompted collective learning among teachers.
Enabled a nuanced understanding of varying levels of student participation in dialogue.

Gideon et al. (2026) studied this question.

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