Abstract:

With the shift to remote learning and limited access to physical classrooms in 2020, we explored innovative approaches to provide an appropriate, relevant, and meaningful experience for prospective teachers. This presentation describes the process by which one Educator Preparation Program at a large, private independent university in the northeastern USA incorporated video assessment tools within the learning management system to measure student performance and skill development. We created learning activities aimed at helping student teachers develop the state mandated competencies, even though they had no direct access to children.

Two evoking questions that we sought to address were:
(1) To what extent were student teachers achieving the expected learning outcomes?
(2) To what extent were student teachers able to plan instruction to meet diverse learners’ needs without direct access to children?

Further, we wondered about the level of engagement in the virtual classroom for student teachers. While candidates had the opportunity to watch videos of expert teachers, we questioned whether the learning activities, peer-to-peer, and instructor interaction were sufficient to develop the required skill set of a teaching professional. We were able to address these queries by participating in an innovative pilot which involved the integration of a video assessment tool in the learning management system.

Zeroing in on Quality Matters (QM) Standards 5.2 and 6.2, participants viewing this session will learn more about our experience and hear from our critical friend, a QM Master Reviewer (one of the authors) who provided valued feedback on the course design and learning activities. They will also learn whether our learning activities, materials, and technology are aligned with the learning outcomes. We will introduce supporting literature that defines and explains the value of video instruction and assessment (Turner & West, 2013; Wiens, Beck & Lunsmann, 2022) as well as the impact of student engagement on the learning process (Martin & Bolliger, 2018).

This case study in Teacher Education has implications for using video instruction and assessment across disciplines, such as Business and Allied Health. For example, during remote instruction for a Public Speaking course, a student can submit a video, use a rubric to self-assess, engage in peer assessment, and the faculty member can then use the same rubric to provide constructive feedback. Therefore, we hope that participants leaving this session will learn how course learning activities can provide opportunities for interactions that support active learning using various course tools and technologies.

References:
[1] Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. doi:10.24059/olj.v22i1.1092
[2] Turner, W., & West, J. (2013). Assessment for" Digital First Language" Speakers: Online Video Assessment and Feedback in Higher Education. International Journal of Teaching and Learning in Higher Education, 25(3), 288-296.
[3] Wiens, P.D., Beck, J.S., & Lunsmann, C.J. (2020). Assessing teacher pedagogical knowledge: the Video Assessment of Teacher Knowledge (VATK). Educational Studies, 48, 273 - 289.

Keywords:

Student engagement, teacher preparation, remote teaching, distance learning, video assessment, practice-based learning.