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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

Assessment of Teaching and Learning through Video

Emily Scida, Dept. of Spanish, Italian & Portuguese

YitnaFirdyiwek, ITC, Advanced Technology Group

research questions
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?
participants and context
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
course activities reflection through video
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
technology
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
data sources
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
data analysis
Data analysis
  • Hatton & Smith’s (1995) Levels of Reflection
    • Descriptive
    • Dialogic
    • Critical
    • Contextualized
results
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
future applications
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
contact information

Contact Information

Emily Scida ees2n@virginia.edu

YitnaFirdyiwek ybf2u@virginia.edu