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Title
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Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study
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Author
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Abstract
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| This article reports on the development and validation of a standardised video-based assessment instrument to measure professional vision of inclusive classrooms in general secondary education through comparative judgement. An expert study (n = 30) was set up to (1) investigate whether the selected videoclips elicit experts' professional vision of two dimensions of effective inclusive classrooms, i.e., positive teacher-student interactions (PTSI) and differentiated instruction (DI); (2) to analyse whether experts come to a reliable consensus rank order of videoclips for PTSI and DI; (3) to explore whether the video-based assessment instrument is able to discriminate between the two dimensions of experts' professional vision of inclusive classrooms under investigation; (4) to investigate which reasoning arguments on PTSI and DI are related to videoclips' position in the rank order. Results of quantitative and qualitative analyses reveal that experts produced a valid and reliable rank order of videoclips. |
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Language
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English
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Source (journal)
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Studies in educational evaluation. - Oxford
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Publication
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Oxford
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2018
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ISSN
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0191-491X
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DOI
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10.1016/J.STUEDUC.2017.11.007
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Volume/pages
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56
(2018)
, p. 71-84
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ISI
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000428831400008
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Full text (Publisher's DOI)
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