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ERIC Number: ED380826
Record Type: Non-Journal
Publication Date: 1994-Nov-20
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment is Epistemic and Heuristic: The Role of Video Tape in the Public Speaking Course.
Clyde, Glenda; And Others
With certifying end-of-program achievement as their goal, a group of educators conducted a pilot assessment program at Northeast Missouri State University in 1992. The program called for the videotaping of each student's third speech to be assessed by outside judges. The present study attempted to determine if videotaping and self-evaluation exercises earlier in the course would affect the outcome of the final assessment; the study, in other words, viewed assessment itself as an organic part of the learning process. Specifically, the study looked at three variables: would student performance increase if (1) he or she viewed an "excellent" student speech on video early in the semester? (2) if he or she viewed him- or herself on video earlier in the semester and was encouraged to critique him- or herself? (3) and if he or she were evaluated throughout the semester on the same form that would be used for the end-of-the-semester assessment? Three educators, each teaching two sections of the basic course, participated in the study. The above variables were implemented in one course section of each of the educators and not in the other. Results showed no significant difference between the two groups in the outcome of the final assessment. While the results of this study cast serious doubts on the effectiveness of the three teaching strategies above, it suggests that the process of formulating assessment methods is also a process of researching the learning process. (Contains 17 references and three tables of data.) (TB)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A