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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

Video-enhanced dialogic assessment (VEDA) of teaching practice portfolios: the dialogic construction of teachers’ standards evidence in an online space

Hidson, Elizabeth, Elliott, Ian, Griffiths, Alison, Sheard, Simon, Bell, Jemma and Wynn, Vikki (2021) Video-enhanced dialogic assessment (VEDA) of teaching practice portfolios: the dialogic construction of teachers’ standards evidence in an online space. In: BERA Annual Conference 2021, 13-16 September, 2021, Online.

Item Type: Conference or Workshop Item (Poster)


Initial teacher education in the UK is arguably characterised by the signature pedagogies (Shulman, 2005) of lesson observation and assessment of teaching evidence portfolios that demonstrate how far a trainee’s practice meets the criterion-referenced teachers’ standards (DfE, 2011). This form of assessment will be as immediately recognisable to those undertaking initial teacher education in the UK in the last thirty years as now.
In an international independent distance learning (IDL) teacher education programme, these practices can be rendered more challenging by Vide Traditional forms of portfolio assessment by tutors may be hindered by the need for selective evidence, which may lack depth or nuance in an effort to remain within file size or word count limits. To fully understand and assess professional practice carried out at a distance requires a change in assessment practices, and one that brings assessor and assessee closer together, and closer to practice.
In recent years, the technological affordances of video-enhanced lesson observation and video calling with desktop sharing functionality have augmented the work of teacher educators (Calandra & Rich, 2014; Hidson, 2020; Marsh & Mitchell, 2014). This has the advantage of connecting candidate and assessor in a shared online dialogic space, as outlined by Wegerif (2007) in a process of video-stimulated recall, reflection and dialogue (Nind et al., 2015) combined with exploration of artefacts and evidence of practice. From this perspective, dialogue can encourage reflection on video captured during lessons, elicit tacit knowledge through questioning and discussion, help construct additional evidence and lead to a negotiated appreciation of strengths and areas for development.
The Video-Enhanced Dialogic Assessment (VEDA) process implemented makes use of these principles to complement formative and summative assessment of teaching practices and portfolios. It can most easily be imagined as an online viva voce oral examination, building on similar work in this vein by Carless (2002) and Flores (2018) and addressing logistical issues highlighted by Scott and Unsworth (2018), who used video vivas. Research being carried out in parallel allows the generation of recorded video of each assessment undertaken online, with all dialogic assessment interviews transcribed for closer thematic and linguistic analysis. In addition, semi-structured interviews with candidates and assessors as well as electronic documentary records contribute to the rich data collected. These data are analysed collaboratively by the research team to address one of the project’s key research questions: what evidence of practice is co-constructed through the video-enhanced dialogic assessment interview process?
This digital poster presentation will 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 as opposed to assessment of learning (Black and Wiliam, 1998). This explores the nature of feedback and dialogue on a recorded lesson video between trainee and tutor. 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. It will explore the process of dialogic assessment and frame the outcomes as dialogically-constructed evidence. Finally, the poster presentation will highlight the relevance of Video-Enhanced Dialogic Assessment during the current Covid-19 pandemic, where traditional campus-based teacher education has been interrupted, locked down and forced to seek alternative approaches. It is anticipated that, where possible, this digital poster will make use of embedded hyperlinks to video and audio snippets that have been deemed permissible by the university ethical approval gained for the VEDA project.
Black, P. & Wiliam, D. (1998) Assessment and classroom learning, Assessment in Education, 5(1), pp. 7–74. | Calandra, B., & Rich, P. (Eds.). (2014). Digital video for teacher education: Research and practice. Routledge | Carless, D., (2002). The 'Mini-Viva' as a Tool to Enhance Assessment for Learning. Assessment & Evaluation in Higher Education, 27:4, 353-363, DOI: 10.1080/0260293022000001364 | Department for Education (DfE). (2011). Teachers’ standards. Available online: | Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621–636. | Hidson, E. (2020). Internet Video Calling and Desktop Sharing (vcds) as an Emerging Research Method for Exploring Pedagogical Reasoning in Lesson Planning. Video Journal of Education and Pedagogy, 5, 1–14. | Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403–417. | Nind, M., Kilburn, D., & Wiles, R. (2015). Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods. International Journal of Social Research Methodology, 18(5), 561–576. | Scott, M., & Unsworth, J. (2018). Matching final assessment to employability: developing a digital viva as an end of programme assessment, Higher Education Pedagogies, 3:1, 373-384, DOI: 10.1080/23752696.2018.1510294 | Shulman, L., (2005). Signature pedagogies in the professions. Daedalus, 134(3), pp.52-59 | Wegerif, R., (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer.

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Depositing User: Elizabeth Hidson


Item ID: 13898
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ORCID for Elizabeth Hidson: ORCID iD

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Date Deposited: 02 Sep 2021 13:35
Last Modified: 25 Jan 2022 08:52


Author: Elizabeth Hidson ORCID iD
Author: Ian Elliott
Author: Alison Griffiths
Author: Simon Sheard
Author: Jemma Bell
Author: Vikki Wynn

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Faculty of Education and Society > School of Education


Education > Educational Research
Education > Higher Education
Education > Learning Technology

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