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Pilot and first cycle results
Key take-aways
www.sunderland.ac.uk
Video-enhanced dialogic assessment (VEDA) of teaching
practice portfolios: the dialogic construction of teachers’
standards evidence in an online space
Elizabeth Hidson, Ian Elliott, Alison Griffiths, Simon Sheard, Jemma Bell and Vikki Wynn
International and Independent Distance Learning Team | Faculty of Education and Society | University of Sunderland, UK
Background to this research
Action research approach
Contact details
@PGCEIDL
@DrHidson
@SunderlandUni
References
Black, P. & Wiliam, D. (1998) Assessment and classroom learning, Assessment in Education, 5(1), pp. 7–74. | Calandra, B., & Rich, P. (Eds.). (2014). Digital video for teacher education: Research and practice. Routledge | Carless, D., (2002). The 'Mini-Viva' as a Tool to Enhance Assessment for Learning.
Assessment & Evaluation in Higher Education, 27:4, 353-363 | Department for Education (DfE). (2011). Teachers’ standards. Available online: https://www.gov.uk/government/publications/teachers-standards | Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge
mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621–636 | Hidson, E. (2020). Internet Video Calling and Desktop Sharing (VCDS) as an Emerging Research Method for Exploring Pedagogical Reasoning in Lesson Planning. Video Journal of Education and Pedagogy,
5, 1–14 | Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403–417 | Nind, M., Kilburn, D., & Wiles, R. (2015). Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the
pedagogy of social research methods. International Journal of Social Research Methodology, 18(5), 561–576 | Scott, M., & Unsworth, J. (2018). Matching final assessment to employability: developing a digital viva as an end of programme assessment, Higher Education Pedagogies, 3:1, 373-384 |
Shulman, L., (2005). Signature pedagogies in the professions. Daedalus, 134(3), pp.52-59 | Wegerif, R., (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer.
Assessment in international
teacher education via
independent distance learning
This research was developed in response to the challenge
of authentic assessment when working remotely and
a/synchronously with PGCE trainees and Assessment-Only
Route to QTS candidates across different international
time zones. Physical access to undertake lesson
observation presents a logistical challenge, which was
further exacerbated because of Covid-19 restrictions ↓
•As a piece of action research building on Shulman’s
(2005) ‘signature pedagogies’ of lesson observation
ad teacher assessment, the initial pilot and first full
cycle have allowed the team to develop the twin
strands to create the VEDA integrated process.
•This has been piloted within the IIDL PGCE
programmes and Assessment-Only Route to QTS.
Assessor and assessee feedback has been positive
and the approach is now a viable assessment
pathway
•New action steps involve scalability as an offer to
over 600 trainees and candidates each year.
•Part B involves data analysis to explore the
dialogically-constructed evidence and outcomes ↓
IMPROVED PRACTICE
Protocols and processes were developed to
integrate VEDA on a practical level. We found
that this is already impacting on the culture
of the courses and has noticeably increased
the level of professional discussions ↓
DIALOGICALLY CONSTRUCTED
EVIDENCE
Our ideas of ‘evidence’ have become more
sophisticated and holistic based on better
quality dialogue and professional judgments↓
PANDEMIC PEDAGOGIES
Our research was driven by the challenges of
distance learning but we see it as having
implications for assessment in the new post-
pandemic, hybrid learning environments ↓
Within the context of institutional action research and
the need to improve professional assessment practices
to enhance the pedagogic experience.
Part A: How can I improve what is
happening here?
Image: madewirawan Non-commercial use
•Lesson is video-
recorded
•Reviewed by both
teacher and
observer through
video-calling and
desktop-sharing
(Hidson, 2020)
•Process of video-
stimulated recall,
reflection and
dialogue (Nind,
2015)
•Verbal dialogue
resulting in
written feedback
contributing to
assessment
evidence →
•Summative
assessment
against
teachers’
standards (DfE,
2011)
•Candidate and
assessor discuss
evidence and
practice in a
shared online
dialogic space
(Wegerif, 2007)
•Most easily
understood as
an online viva-
style
assessment
(Carless, 2002)
↓
Theoretical lenses for Video-Enhanced Dialogic Assessment (VEDA)
Formative video lesson
observation dialogue
Summative dialogic
assessment interview
Part B: What is actually happening here?
Research within research: what is happening in the
dialogic space: what evidence of practice is co-
constructed and negotiated through the VEDA process?
Methods
•Recorded video of lessons taught by trainees
•Video-calling and desktop-sharing (Hidson, 2020) of
interviews, assessments and artefacts (recorded and
transcribed)
•Follow-up online semi-structured interviews about
the process (recorded and transcribed)
Analysis
•Practical reflection and evaluation leading to action
research cycle changes
•Thematic and linguistic analysis of the video feedback
sessions, dialogic assessments and interviews →
“There were lots of questions that made me think, oh,
yeah, actually. And so let me give you an example.
One of the questions I haven't been able to get out of
my mind is: how do you know that you have every pupil
engaged in the lesson? And that's just like a… it's a
simple question from your side, but it's really something
that's on my mind since the assessment process, so in
terms of the of the depth of the feedback, it was it was
more minute by minute that I'm used to seeing. And it
was more helpful.” →
“Even though it was it was essentially an audit of my
skills, I took away points that I thought of learning,
learning points, if you like, from your questions.
So I felt that the pace of the conversation, the pace of
the dialogue was good. And because that pace is good,
people bouncing off each other. I felt like I was bouncing
off of you guys and you were bouncing off me and we
were able to have a free flow conversation.
And then it almost felt like... we could have just carried
on talking about a standard very productively.” →
QR code links to an unlisted YouTube playlist
Video - Enhanced Lesson
Observation Dialogic Assessment