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ERIC Number: ED311848
Record Type: RIE
Publication Date: 1989-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Using Computer-Controlled Audio/Video Feedback To Integrate Evaluation and Training.
Ives, William
Continued advances in computerized training technology allow for a better link between instruction and evaluation. The use of computer-controlled audio and video feedback takes the automation of a mastery learning approach with its frequent shifts between instruction and testing a step further and begins to blur the distinction between training and evaluation. The students are empowered to be their best critics and they take over part of the role of their supervisor or evaluator. Students are first trained on how to analyze correct use of a skill, then they are given the means to analyze their own performance based on the criteria provided. Students are reminded of these criteria as they view their performance. Based on their own evaluation, they can repeat their efforts until their skill level meets the criteria they were trained on. Their supervisor is relieved of this initial evaluation effort and students are given an opportunity to internalize these self-evaluation skills for ongoing use. To make full use of the potential within such advances in automated instruction requires the development of instructional models that empower students to be their own best evaluators and which integrate evaluation and training. Descriptions of two versions of the system are provided--one using interactive video coupled with a videotape recorder and camera, the other using CD-ROM technology to capture and record student responses in a completely digitized, audio-only feedback environment--as well as case study examples of its use in industrial and corporate training, and evaluation study results of its teaching effectiveness. (25 references) (GL)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 25-30, 1989).