An Experimental Study of a Digital Non-Interactive, Learning-By-Teaching Intervention for Pre-Service Teachers

• In Event: Innovations and Adaptations in Higher Education, Paper Session 3

Abstract

Assessment is a challenging domain of professional learning for pre-service teachers (PSTs). In response, the present study implemented randomized experiments to examine the effects of a non-interactive learning-by-teaching intervention on elementary PSTs' knowledge of test validity and test fairness. The intervention involved PSTs collaboratively developing short learner-generated videos explaining these important assessment concepts to other educators. The study found a statistically significant effect of the intervention on PSTs’ understanding of test fairness, but not test validity, relative to a business-as-usual condition. The study also found effects of the intervention on PSTs’ conceptual teaching, video production, and video editing skills. Findings indicate that engaging PSTs in creation of videos may be a promising strategy to promote deeper PST content learning.

Authors

• Olha Ketsman, Northern Illinois University

• Todd Reeves, Northern Illinois University

• Saurav Mukhopadhyay, Northern Illinois University