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ASSESSMENT OF TEACHING AND LEARNING THROUGH VIDEOEmily 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?
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
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
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
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
STUDENT WORK: BEST PRACTICES
STUDENT WORK: SELF/PEER OBSERVATION
STUDENT WORK: PEER REVIEW
STUDENT WORK: TEACHING PORTFOLIO
STUDENT WORK: PORTFOLIO COVER LETTER
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
Hatton & Smith’s (1995) Levels of Reflection Descriptive Dialogic Critical Contextualized
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
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
