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ERIC Number: ED254526
Record Type: RIE
Publication Date: 1984-Oct
Pages: 35
Abstractor: N/A
Reference Count: 0
The Utilization of Video Taped Instruction in the Teaching of Assessment Skills: A Case Study.
Workman, Susan; And Others
This presentation describes the development, implementation and evaluation of videotaped presentations on skills for assessing special needs in young children for a Montana State University's Home Economics Course. The purpose of this project was to develop instructional materials which provide: (1) consistent and repeatable observational experiences; (2) simulated testing and scoring opportunities; (3) accurate and immediate feedback regarding scoring and interpretation; and (4) individualized pacing. The evaluation had four components: (1) a context evaluation on the educational environment and unmet needs; (2) an input evaluation summarizing supportive research; (3) a process evaluation providing feedback relative to implementation strategies; and (4) a product evaluation of project effectiveness. A combination of statistical and descriptive measures were used to assess the videotape's effectiveness: (1) tests of perceived observational and testing ability of control and experimental students; (2) random telephone interviews; and (3) a student questionnaire. Results indicate students benefited from observing a role model interact with a child in an actual testing situation. Student performance was higher for individualized viewing than for group presentation. Individualized pacing, practice and feedback appear to positively influence students' perceptions of their learning. Appendices contain: (1) Student Competence Questionnaire; (2) proposal format and cost estimates; (3) telephone interviews; and (4) the Student Videotape Evaluation Questionnaire and response summary. (BS)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Montana State University
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (2nd, Jackson Hole, WY, October 4-6, 1984).