Co-assessment among language teachers

This paper reports on a case study of online co-assessment practices among teachers minoritized languages in the so-called Mother Tongue (MT) subject Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite strong emphasis Swedish school. The data was collected for master’s thesis project (see unpublished thesis, Caliolo, 2021) sake this paper. On basis interactional analyses three co-assessments four teacher interviews, our aim to contribute new knowledge within institutional frame regarding how two roles master-apprentice relationship were produced through interaction. scripted included collaborative act matching assessment criteria student performance, authorized teacher’s controlling moves (Linell, 1990, p. 161). used their as experts ask clarifying questions orient dialogue toward stated standards (cf. directive moves, Linell, 1990), but also provide space reflections an balancing act. A challenge identified terms better integrating experience providing opportunities co-assess with who teach same language, which allows closer focus aspects teaching. points need further critical inquiry into these practices, undergird increasing equal educational multilingual students, interpretations current are linked performance similar language learning contexts.