Table 1 The coding scheme used for analysing classroom dialogue (revised from Cambridge Dialogue Analysis Scheme52)
From: Evaluating large language models in analysing classroom dialogue
Codes | Brief definitions (and keywords) |
|---|---|
Elaboration invitation (ELI) | Invites building on, elaboration, evaluation, clarification of own or another’s contribution. |
Elaboration (EL) | Builds on, elaborates, evaluates and clarifies own or other’s contribution (if own, it should be on separate turns) within an exchange. This adds substantive new information or a new perspective beyond anything said in previous turns, even by one word. |
Reasoning invitation (REI) | Explicitly invites explanation/justification of a contribution or speculation (new scenarios) /prediction/hypothesis. |
Reasoning (RE) | Provides an explanation or justification of own or another’s contribution. Includes drawing on evidence (e.g. identifying language from a text/poem that illustrates something), drawing analogies (and giving reasons for them), making distinctions, breaking down or categorising ideas. |
Co-ordination invitation (CI) | Invites synthesis, summary, comparison, evaluation or resolution based on two or more contributions (i.e. invites all descriptors of SC and RC below) |
Simple co-ordination (SC) | Synthesises or summarises collective ideas (at least two, including own and/or others’ ideas). Compares or evaluates different opinions, perspectives and beliefs. Proposes a resolution or consensus view after discussion. |
Reasoned co-ordination (RC) | Compares, evaluates and resolves two or more contributions in a reasoned fashion (e.g. ‘I agree with Susan because her idea has more evidence behind it than Emma’s’). |
Agreement (A) | Explicit acceptance of or agreement with a statement(s) (e.g. ‘Brilliant’, ‘Good’, ‘Yeah’, ‘Okay’, I agree with X…). |
Querying (Q) | Doubting, full/partial disagreement, challenging or rejecting a statement. Challenging should be evident through verbal means. |
Reference back (RB) | Introduces reference to previous knowledge, beliefs, experiences or contributions (includes procedural references) that are common to the current conversation participants. This should refer to a specific activity or time point, not just simple recall (e.g. ‘Do you remember what we call it?’). |
Reference to wider context (RW) | Making links between what is being learned and a wider context by introducing knowledge, beliefs, experiences or contributions from outside of the subject being taught, classroom or school. |
Structural silence (SU) | Students may feel ‘silenced’, such type of silence may be linked to social situations and interpersonal interactions. |
Strategic silence (SA) | Students choose not to express or articulate an utterance. This experience of strategic silence may be more personal in nature, and although the motivation to self-silence may be influenced by the interactions of others, the decision to remain silent remains at a more private level. |
Other Invitation (OI) | Invitations cannot be coded as any code related to the invitation provided above. |
Other (O) | Dialogue turns cannot be coded as any code provided above, |
