assessment of teaching and learning through video

ASSESSMENT OF TEACHING AND LEARNING THROUGH VIDEOEmily Scida, Dept. of Spanish, Italian & PortugueseYitna 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

CONTACT INFORMATION

Emily Scida ees2n@virginia.eduYitna Firdyiwek ybf2u@virginia.edu