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Assessment of Teaching and Learning through Video

Assessment of Teaching and Learning through Video. Emily Scida , Dept. of Spanish, Italian & Portuguese Yitna Firdyiwek , ITC, Advanced Technology Group. Research Questions. How can video technologies address the challenges faced by educators in promoting teacher reflection?

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Assessment of Teaching and Learning through Video

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  1. Assessment of Teaching and Learning through Video Emily Scida, Dept. of Spanish, Italian & Portuguese YitnaFirdyiwek, ITC, Advanced Technology Group

  2. Research Questions • How can video technologies address the challenges faced by educators in promoting teacher reflection? • How does video-based reflection interact with other types of pedagogical tools for reflection such as journaling, peer observations, action research, and portfolios?

  3. Participants and Context • Teaching Foreign Languages graduate seminar, Department of Spanish, Italian, and Portuguese, Fall 2009 • 13 GTAs teaching beginning and intermediate Spanish and Italian

  4. Course Activities: Reflection through Video • Activity 1: Best Practices • Activity 2: Self and Peer Observation • Activity 3: Action Research Paper • Use of Video • Self-videotaping • Video editing • Embedding of video clips in written work • Online Teaching Portfolio

  5. Technology • E-Folio • Submission of essays and video • Collaboration and peer review • Video editing tools • Teaching portfolio • FlipCams • Training Sessions • Session 1: video editing and submission of work • Session 2: teaching portfolios

  6. Student Work: Best Practices

  7. Student Work: Self/Peer Observation

  8. Student Work: Peer Review

  9. Student Work: Teaching portfolio

  10. Student Work: Portfolio Cover Letter

  11. Data Sources • Primary data – 65 reflective entries total • Best practices essays • Self/peer observation essays • Action research papers • Secondary data • Online anonymous survey • Videotaped group feedback session • Final reflective essay of portfolio • Course evaluations

  12. Data analysis • Hatton & Smith’s (1995) Levels of Reflection • Descriptive • Dialogic • Critical • Contextualized

  13. Results • Amount and type of reflection depends on: • Nature of activity • Focus on self or other in clip • Intended audience of essay/clip • Timing of assignment • Active use of video results in: • More specific and accurate reflections • Support with concrete visual evidence

  14. Future Applications • TA training in other departments/schools • Professional development opportunities • As a model for TAs to apply to own classrooms • Peer mentorship • Portfolio as a reflective activity

  15. Contact Information Emily Scida ees2n@virginia.edu YitnaFirdyiwek ybf2u@virginia.edu

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