Using Online Video Clubs to Notice and Analyze Formative Assessment Interactions

• In Event: Teachers, Teaching, and Classroom Assessment

Abstract

This study is part of a larger professional development program designed to enhance practicing teachers’ formative assessment processes in support of student learning. Nineteen teachers participated in on-line video clubs centered on noticing and providing feedback on interactions between teachers and students specific to the formative assessment process. Collectively, teachers uploaded 76 videotaped lessons and recorded 727 written comments during participation in the video clubs. Data analysis revealed two key findings. First, the data suggests that participation in the on-line video club provided opportunities for teachers to expand their capacity to notice interactions specific to the formative assessment process. Second, the data suggests that teachers generated more sophisticated analysis of formative assessment processes during participation.

Author

• Kim Lebak, Stockton University