How can we train student teachers to be effective in their assessment practices?
This project aims to enhance the quality of teacher education and improve teachers' assessment practices by developing, evaluating and implementing a new research-based instruction method, CARM (Conversation Analytic Role-play Method), to train student teachers' feedback skills.
Based on a conversation analytic approach, the project will collect and analyse recordings of authentic teacher-student interactions, to address the following research questions: (1) what guiding principles for formative assessment are currently used in teacher training and how does actual practice reflect this guidance; (2) what characterizes effective and non-effective interactional strategies in teachers' feedback interaction; (3) in what ways can the results from conversation analytic studies best inform and underpin teacher training, and (4) what are the learning outcomes, in terms of self-efficacy, of implementing CARM in teacher education?
Following data analysis, CARM takes research findings about effective and less effective practice and embeds them in communication training. Participants in a CARM workshop watch and listen to anonymised audio and video clips of assessment practices and transcripts synchronously, and line-by-line, enabling student teachers to 'live through' actual practice without knowing what happens next. The students then role-play what they might do next to handle the situation, and then evaluate what the actual teacher did. Their own learning is scaffolded by organizing the CARM training such that it presents what works, as well as what is less effective The project will evaluate whether CARM has the intended effect on students' learning outcomes and self-efficacy. The interdisciplinary research group will use mixed methods, including questionnaires and interviews alongside conversation analysis of the video recorded interaction.
Primary and secondary objectives
Enhance the quality of teacher education and improve teachers' assessment practices by developing, evaluating and implementing an innovative instruction method of benefit to national teacher education programs and professional practice.
- Identify guiding principles for feedback currently used in teacher training, and identify how actual practice reflects this guidance
- Identify effective and non-effective interactional strategies in teachers' feedback practice
- Develop and implement a research-based instruction method for training feedback skills in the teacher education at USN
- Evaluate the learning outcome in terms of self-efficacy of implementing the Conversation Analytic Role-play Method (CARM) in teacher education