How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time?
How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time?
This article reports the key findings of a project commissioned in 2005 by the UK Department for Education and Skills to consider the use of synchronous digital video for observation, feedback and assessment of teaching practice in post-compulsory education and training. A protocol for the remote observation of teaching is presented that was developed after consultation with teachers and observers. Twenty-five lessons were observed, in real time, and judgements of in-class and online observers compared. The study demonstrated that, in the conditions tested, synchronous digital observation was a viable alternative to face-to-face observation for assessment and feedback on teaching performance.
observation, teaching practice, video-conference, digital technologies, elearning, work-based learning, assessment
37-46
Dyke, Martin
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Harding, Alan
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Liddon, Sue
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February 2008
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Harding, Alan
3f6f4bd9-2e1c-473b-bcfa-363e13f4256c
Liddon, Sue
c5969a1e-d744-48ca-b068-667ee3fdc868
Dyke, Martin, Harding, Alan and Liddon, Sue
(2008)
How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time?
Journal of Further and Higher Education, 32 (1), .
(doi:10.1080/03098770701781432).
Abstract
This article reports the key findings of a project commissioned in 2005 by the UK Department for Education and Skills to consider the use of synchronous digital video for observation, feedback and assessment of teaching practice in post-compulsory education and training. A protocol for the remote observation of teaching is presented that was developed after consultation with teachers and observers. Twenty-five lessons were observed, in real time, and judgements of in-class and online observers compared. The study demonstrated that, in the conditions tested, synchronous digital observation was a viable alternative to face-to-face observation for assessment and feedback on teaching performance.
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e-pub ahead of print date: 23 January 2008
Published date: February 2008
Keywords:
observation, teaching practice, video-conference, digital technologies, elearning, work-based learning, assessment
Organisations:
Lifelong & Work-Related Learning
Identifiers
Local EPrints ID: 68618
URI: http://eprints.soton.ac.uk/id/eprint/68618
ISSN: 0309-877X
PURE UUID: 34efbe47-3b96-4a04-9417-5d098bc8479f
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Date deposited: 09 Sep 2009
Last modified: 13 Mar 2024 19:01
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Author:
Alan Harding
Author:
Sue Liddon
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