Abstract

Our guiding research question asks "what evidence of practice is co-constructed through the video-enhanced dialogic assessment interview process?" Initial teacher education in the UK is arguably characterised by the signature pedagogies (Shulman, 2005) of lesson observation and evidence portfolios that demonstrate how far a trainee’s practice meets the criterion-referenced teachers’ standards (DfE, 2011). To fully understand and assess professional practice on an international independent distance learning (IDL) teacher education programme requires a change in assessment practices, one that brings assessor and assessee closer together, and closer to practice. In this session, we present the Video-Enhanced Dialogic Assessment (VEDA) process and research project. VEDA can most easily be imagined as an online viva voce oral examination. We share two key case studies from the ongoing project. One focuses on the trainee teacher for whom formative video-stimulated recall, reflection and dialogue is part of their learning i.e assessment for learning. The other case study will present the summative high-stakes VEDA interview where the assessor must be confident that all the evidence presented demonstrates that the candidate meets the necessary teachers’ standards.