Publication
Title
Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study
Author
Abstract
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.
Language
English
Source (journal)
Studies in educational evaluation. - Oxford
Publication
Oxford : 2018
ISSN
0191-491X
Volume/pages
56(2018), p. 71-84
ISI
000428831400008
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 04.05.2018
Last edited 17.08.2021
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