Recipient-side test questions

Bibliographic Data

ID5966384
AuthorsC Antaki (0000-0002-9473-4413, Loughborough University, corresponding author)
Year2013
Volume15
Issue1
Pages3-18
Publication date2013-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies (JOURNAL)
Journal identifiersISSN: 1461-4456 • E-ISSN: 1461-7080
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1461445612466450
OpenAlexW2108647341
LanguageEN
Citations received8
References cited20

Standard test questions allow the questioner to confirm an answer as correct, displaying their greater epistemic authority over the answerer (as in the canonical case of the classroom, where the teacher knows more than the pupil). But the instructional power of test questions may prompt their use even when that asymmetry is neutralized or reversed, and the recipient ought to know as much as, or indeed more than, the questioner. I describe how (and why) staff who support clients with intellectual impairment use what I call ‘recipient-side’ test questions, where the questioner claims final authority over matters in the recipient’s experience, even though it is the recipient who has prior entitlement and access to it. When recipient-side test questions fail, questioners may revert to the standard test question asymmetry by hinting at, or openly asserting, their own epistemic authority

Computer Science · Epistemology, Ethics, and Metaphysics · Language, Discourse, Communication Strategies · Psychology · Religious Education and Schools · Social Psychology

Tools

Open DOISci-HubOpen Access