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Videotaping and the Assessment

Videotaping and the Assessment. Nicole Merino PACT Stanford University November 10, 2010. Stanford Center for Assessment, Learning, and Equity, 2010. Focus of Session. What strategies can programs use to facilitate the videotaping, before , during , and after the assessment?.

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Videotaping and the Assessment

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  1. Videotaping and the Assessment Nicole Merino PACT Stanford University November 10, 2010 Stanford Center for Assessment, Learning, and Equity, 2010

  2. Focus of Session • What strategies can programs use to facilitate the videotaping, before, during, and after the assessment?

  3. Before the Teaching Event • Logistical considerations • Do you have permission? • Example permission slips. • Do you have enough equipment? • Candidates will need to check out equipment. • Be aware of timing among various groups/cohorts • Consider deadline for camera return – have a system in place. • Inexpensive video cameras are available • Many students have their own or borrow or purchase them • Many school sites have cameras

  4. Before the assessment… • Logistical considerations • We need to buy equipment…what and how much? • Small inexpensive cameras • Microphones • Tripods

  5. Before the assessment… • Prior experience with videotaping. • Helps work out many logistical/anxiety issues • Video Reflection #1: analyzing videos of other teachers • No stakes • Video Reflection #2: done independently & individually • Low stakes • Video Reflection #3: video elicitation with supervisor • Slightly higher stakes • Video Reflection #4: TPAC • High stakes

  6. What is Video Elicitation? • Candidate videotapes a lesson without supervisor present • Candidate chooses 15-min. segment to view with supervisor • Candidate and supervisor meet to view video together • Candidate plays tape, stopping whenever he wants to comment • Supervisor’s job is to elicit, not to advise • “And why do you think that happened?” • “And your reason for that was…?” • “So you moved those students apart and…?” Can greatly improve reflection on the part of the student

  7. For more information on VER… • Issues in Teacher Education, Fall 2009 issue. • “Transforming Supervision: Using Video Elicitation to Support Preservice Teacher-Directed Reflective Conversations”

  8. Dress Rehearse • Suggestion: Place video camera in classroom in advance of teaching event • Helps “acclimate” students • Minimizes clowning for camera • Provide “Tips for Success” sheet to candidates before first low-stakes videotaping • Before the assessment, introduce Task 2 rubrics • Helpful to know criteria in advance • Practice practice practice • Helps to make it feel more natural • Circulating, questioning, calling on students, interacting, promoting active engagement

  9. During the assessment… Advice for Students: • Revisit “Tips for Success” and rubrics • Videotape as much as possible during • Double check the sound! Double check the picture! • If using camera with limited recording time, be sure to download onto computer daily. Other Things I Need to Do: • Clarify to CTs and site support what their role is (and isn’t) during teaching event

  10. After the assessment… What I Tell My Students: • Choosing the Clips • Do not search for “perfect” teaching • Must be unedited! • Don’t watch every minute of every taped lesson segment • Do keep notes of parts of lesson(s) that might be worth choosing– best done daily during teaching • Refer to Handbook • Criteria and steps for completion are laid out in detail • Refer to Rubrics • Choose clips according to the criteria by which you’ll be judged

  11. After the assessment… Preparation of video clip(s): • Software • Technical support • Storage space

  12. Video and Other Task Commentaries • The Write-up • Details, details! • Spell it out even if it seems redundant or obvious in clips • Transcripts are helpful. • Words and pictures combined are the best assurance for highest score • Refer to video in other tasks as appropriate • Assessment • Reflection • Academic Language

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