Classroom dialogue (whole-class, group or paired discussion) is at the heart of good assessment for learning, as it enables children to develop their thinking and to learn from each other. Teachers need to develop children's dispositions, skills and confidence to engage in reciprocal talk within a positive climate for learning.

Vibrant, structured and focused dialogue provides children with the opportunity to:

• dig deeper into their understanding and identify what they need to learn
• support the learning of others
• work collaboratively
• enjoy learning as active participants.

Where dialogue is underdeveloped, assessment for learning simply isn't happening, no matter what strategies the teacher uses. Dialogue is most inclusive where learning results from the interactions between teacher and children, and between children themselves, in both whole-class and small-group situations. It is also more effective when it takes account of the linguistic and cultural diversity in the classroom.

It is important for children with special educational needs to be included in the classroom dialogue. Some children may need extra time to process the questions. It is also important that questions for children with special educational needs are planned to be challenging and are designed to enable them to demonstrate their learning.

Dialogue is sometimes avoided by teachers (and children) because it can result in 'loss of control'. Typically this is because children do not have the skills, protocols or habits of discussion or because discussion is insufficiently focused.

Community of enquiry and circle time provide examples of how whole-class discussions can be facilitated and structured effectively. Guidance can be found in the Excellence and Enjoyment: social and emotional aspects of learning: Guidance (Ref: 1378-2005G).

High quality dialogue is an essential component of effective classrooms. Where assessment for learning processes are active, dialogue contributes as follows.

• Dialogue enables teachers to judge children's understanding and learning, and so make immediate adjustments to their teaching.
• Dialogue enables children to develop their own learning because through talk they become aware of their own learning needs and pathways to improvement. Therefore it progressively enables children to become more self-aware, independent learners.

Developing questioning is usually the first move in setting up interactive classrooms where effective dialogue flourishes. Questions are key to formative assessment as they enable children to realise what they know or partly know, and can guide them to further develop their understanding.

Although it is important to plan opportunities for questioning and dialogue in advance, assessment for learning is particularly powerful when learning is shaped as children's understandings and misconceptions are revealed during dialogue. This is most effective when it is led by teachers making informed use of their subject knowledge, their repertoire of teaching strategies and their knowledge of the children.

Features of effective dialogue  (PDF 0.05 Mb)

Developing strategies that promote classroom dialogue  (PDF 0.05 Mb)

Teaching strategies for effective dialogue  (PDF 0.05 Mb)

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