Estimated Levels of Time and Energy Required for:
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Pages: |
| Faculty to prepare to use this CAT | High | 226-230 |
| Students to respond to the assessment | High |
| Faculty to analyze the data collected | High |
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| Description | "Audio- and Videotaped Protocols (A/V Protocols) are Classroom Assessment Techniques that edge over into Classroom Research. Indeed, protocols of this sort are commonly used in formal educational and psychological research on problem solving and metacognition. Even the simplest application of this technique is likely to be more time-consuming and complicated than any other in this handbook; however, it can provide a wealth of useful information to teacher and student alike. By studying an audio or video recording of a student talking and working through the process of solving a problem, teachers and students can get very close to an “inside view” of the problem-solving process."
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| Purpose | "On the simplest level, Audio- and Videotaped Protocols allow faculty to assess in detail how and how well students solve problems. But the real advantage of this technique is that it allows faculty to assess how students understand their problem-solving processes and how they explain those processes to themselves. Therefore, the main purpose of A/V Protocols is to assess metacognition – the learner’s awareness of and control of his or her own thinking." — Classroom Assessment Techniques, Angelo, TA and Cross, KP, 1993 |