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Applying Adaptive Comparative Judgement to videos as an indicator of ‘At Risk’ teaching performance Ruth Elizabeth Geer University of South Australia The quality of students entering initial teacher education programs is being criticised in the media and political arenas with the Teacher Education Ministerial Advisory Group identifying rigorous selection as a key priority. In general, students are chosen on academic achievement which may not necessarily be an accurate measure of who will become successful teachers. Teacher education institutions are seeking effective and sustainable strategies for selecting students who may become exceptional teachers, while also giving reliable judgements on who may require additional support. The first actual opportunity for screening occurs in vivo when preservice teachers undertake their professional experience placements which may be considered as too late. With effective communication seen as an essential skill for good teaching, the production of a short video was seen as a tool to identify preservice teachers who struggle to clearly express themselves and thus may be ‘At Risk’ on their placement. The use of an adaptive comparative judgement ranking system was explored as a possible approach to rank preservice teachers providing an indicator of future teaching performance. Adaptive Comparative Judgement, which was derived from Thurstone’s (1927) discovery that people are unreliable when making absolute judgements but are more dependable for relative judgements, requires educators to compare the work of two students deciding which is better. From many such comparisons a ranking scale is created showing the relative quality of students’ performance. The study describes a number of processes that were used in the research design to explore how a brief video by first year Master of Teaching (Secondary) preservice teachers might be used to identify those who may require additional support to be successful or who may be unsuited to the teaching profession. Preservice teachers were asked to prepare a one and a half minute video of a talk that they would present to 14 year olds on “things you can do to help you with your learning”. Using the Adaptive Comparative Judgement web-based program, a group of six teacher educators compared 83 videos. Many comparisons of the videos to determine their preference for one of two videos in a pair, based on the criteria of who was best at communicating their ideas in a clear, concise and well sequenced manner using appropriate language. A high reliability in excess of 0.93 was achieved with each video being judged between eleven and thirteen times. Since this was the first time the software had been used, the videos were judged by the same educators a second time based on the criteria of whose talk was more likely to engage and interest the learner. The findings are being analysed to determine whether there is any correlation between the two rankings and to ascertain the importance of identifying appropriate criteria. This presentation will discuss whether the findings of this investigative study have been effective in identifying ‘At Risk’ preservice teachers. The video rankings will further be analysed against their performance in their three professional experience placements. Finally, conclusions will be drawn on the predictive use of videos for this particular cohort of preservice teachers in identifying potential teaching performance. Further research on other cohorts is currently underway to further ascertain reliability of videos as an indicator of ‘At Risk’ teaching performance. References Thurstone, L. L. (1927). A law of comparative judgment. Psychological Review, 34, 273–286 Geer, R.E. (2015). Applying Adaptive Comparative Judgement to videos as an indicator of ‘At Risk’ teaching performance. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. AB:8-AB:9). Note: All published papers are refereed, having undergone a double-blind peer-review process. 726 AB:8
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ascilite2015 Australasian Society f
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To type or handwrite: student's exp
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Concise papers Learning maps: A des
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The three pillars to building staff
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Posters Metacognitive Development i
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Discussion Papers Decisions and des
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The Conceived, the Perceived and th
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concentration of evaluations being
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“I just felt like we skimmed over
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Figure 3: Student Infographic Proto
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Learning design for science teacher
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existing teaching practice with tec
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the module, 7% said they had heard,
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Calculus 1, 2014 (undergraduat e, 5
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ambitions towards educational techn
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Tensions and turning points: explor
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Virtual Learning Environment Teachi
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• Virtual Learning Environment
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newsroom role-playing scenario requ
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Lisa’s fourth turning point event
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vertically in that the lecturer may
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Navigate Me: maximising student pot
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improve academic outcomes, rather t
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Figure 4: Part of an action plan Fr
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Most common issues One useful produ
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communication/assessment and assist
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Designing an authentic professional
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for designing authentic learning en
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Bannan (2010) proposes a simpler fo
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An overview of CMALT requirements W
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students. From the roof, the overal
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Bruns, A. (2007, March 21-23). Beyo
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Investigating the effectiveness of
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labile, and diachronic interaction,
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learning. It was thought that this
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Table 2: Summary of questionnaire r
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the material (E) my colleagues (S)
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co-construction of knowledge by sup
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Community volunteers in collaborati
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Induction and persistence How are v
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Figure 1: Contributions made in gen
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such acts as mentorship: One is the
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established a record of high qualit
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the OERu project or similar open de
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A ‘participant first’ approach
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five ways in which learning resourc
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Participant Perspective Consider yo
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key focus was on designing tasks th
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Management System, the primary tool
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Jordan, K. (2015). MOOC completion
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new pedagogical methods to engage t
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een perceived to be boring, with lo
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accounting concepts to others. Post
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the one model provided by the resea
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workplace. A further graduate attri
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Moy, J. (1999). The Impact of gener
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provider to understand the dependen
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• In the first semester of their
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Age at Course Start 22.98 4.3 >99.9
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3 1 Figure 4. Attrition Rate: (Top)
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New applications, new global audien
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The modality of game-based learning
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3% 2% 2% 2% 2% 2% Education Other H
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Machinima is being utilised to supp
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a lack of support from many institu
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2015). There are new hardware and s
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Gregory, S., Gregory, B., Wood, D.,
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studies have found that university
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Importantly, TEL is a broad term an
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needs, etc.). Educators create digi
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could take the form of authorities
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To type or handwrite: student's exp
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Phase 1 Institution wide online sur
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There were just over 200 students (
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exam questions for computerisation,
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students on these two issues by cou
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from http://educationtechnologysolu
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Predictors of students’ perceived
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Lim, Morris, and Yoon (2006) sugges
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The questionnaire was pilot tested
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** p < .001 - a This parameter was
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Among the four exogenous variables,
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influence on perceived course outco
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5(3), 255-269. Marks, R. B., Sibley
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and continuously evaluate the deliv
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supporting teachers in the transiti
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etween other VET schools and the co
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sharing of the tasks, and their pee
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learning. Digital education has led
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McLoughlin, C. (2013). Teacher prof
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advancing learning analytics (Dawso
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contact students. Additionally, we
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Figure 4: Screenshot of part of the
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Change The IRAC framework allowed u
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Mazza, R., Bettoni, M., Faré, M.,
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misconceptions (e.g. Lehman, D'Mell
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understanding of the material on th
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6 5 4 3 2 1 0 Excited Interested Co
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Results The participants in the sim
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The two studies presented here were
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The author(s) assign a Creative Com
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approach which focuses on documenti
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within the context of their assessm
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perceptions of the use of technolog
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frequently than library databases.
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Figure 1: Sample of technology mapp
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Conclusion In contrast with other s
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Yorke, M. (2003). Formative assessm
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Erickson, Greer, & Gutwin, 2011), e
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higher than the Australian universi
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educators must be careful to offer
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Miles, C.A. (2015). Strong and incr
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in formal online education. To do s
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week analysis for the 8-week 3 cour
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First Quartile 1 1 Median 1 1 Mean
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participation. Similar to Gilliani
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Coffrin, C., Corrin, L., de Barba,
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Designing for relatedness: learning
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inquiry. This collaborative yarning
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online in the LMS until connections
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each other in educational environme
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Figure 2: Evaluation of Components
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Conclusion The experience of Aborig
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Torche, F., & Valenzuela, E. (2011)
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types of content and new models of
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ased on real journalism content 10
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efficiently access the key literatu
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systems. These initiatives are valu
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Ren, X. (2013). Beyond open access:
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within a constructivist framework (
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library, learning centers and couns
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testing occurs beyond that? What is
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Interdisciplinary opportunities and
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interdisciplinary project that aime
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J F M A M J J A S O N D 2014 Academ
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also vital. Achieving the correct b
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odies. Moreover, attracting enough
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Paving the way for institution wide
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Activity (Workshop) Description and
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Keyboard The physical keyboard is a
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• Annotating diagrams • Ability
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Conclusion This project demonstrate
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MyCourseMap: an interactive visual
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Figure 1: MyCourseMap visual overvi
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The tool has particular applicabili
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11. Media gallery 10. Graduate attr
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Barriers or challenges. actually go
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Figure 8: The unit information page
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Standing on the shoulders of others
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designer employed by La Trobe Unive
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student interaction are essential c
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Figure 2: Weekly learning design se
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The current [template] speaks clear
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Weaver, D, Robbie, D, Kokonis, S &
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Background Learning analytics The r
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and conducted workshops as the proj
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• Communication (email, Facebook,
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180 Daily Weekly Fortnightly Monthl
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Relevance and comprehensiveness of
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Further Information More informatio
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Virtual worlds have great potential
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conceptual understanding, and (3) m
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Figure 5: Map and Hints of the VW E
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All quiz questions are saved in a X
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Gütl, C. (2011). The Support of Vi
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Remote Access Laboratories for Prep
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een derived from the STEBI-B (Enoch
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15 Students’ achievement in techn
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RALfie offers both hands-on and onl
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and non-user groups and efforts hav
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Maxwell, A. D., Orwin, L., Kist, A.
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To evaluate the feasibility of usin
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their observed behaviour. Towards t
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study and help them adapt to a new
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main student concern, there are add
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Information delivered through the a
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Learning maps: A design-based appro
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4 Integrative • Mixed research me
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Dede, C. (2004). If design-based re
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LAK demonstrates a great deal of co
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Experiences from early reusability
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The future of practice-based resear
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1.1. Consider factoring in control
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3. Consider the research questions
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Features of an online English langu
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Figure 2: Embedded Matbury’s MP3
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References Ayres, P., & Sweller, J.
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that will provoke a specific kind o
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Preliminary results The study is on
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Using expectation confirmation theo
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Findings and Discussion The data an
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Fawcett, S. L. (2002). Group gaming
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visualization affects learning but
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Demonstrate the ability to construc
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Implementing blended learning at fa
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Exploring approaches taken at other
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But, J. & Shobbrook, R. (2012). Web
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potential of social media in educat
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Another tweet included a photo of t
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Teachers Cloud-based Content Creati
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Deviation CBLD? 1. Learning Outcome
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McGee, P., & Reis, A. (2012). Blend
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The Next Wave of learning Innovatio
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than a static system / website / mo
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Loop: A learning analytics tool to
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Figure 1: The Loop tool dashboard f
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efore it is released as an open sou
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programmed through freely available
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In addition to this experiment, at
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An investigation of blended learnin
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Results The experiences of learning
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Chan, S. (1999). The Chinese learne
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ambiguous nature of discussion post
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Discussion Linking assessment to on
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Digital Futures research and societ
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challenges of specifying real-world
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Hemsley-Brown, J., & Sharp, C. (200
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is taking digital technologies into
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The Making the Connection project t
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Jeroschewski, A., Levisse, A., Sala
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(2014, p.19). New business models f
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Table 3. Badges on lifelong learnin
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The Agile Learning Model: Using big
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Preliminary results Methodology A p
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(e.g. students that were directed t
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It has been predicted that “by th
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including: timely access to teacher
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Occupational Medicine Simulation Pr
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just being presented with a data sh
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Gustafson, P. (2001). Meanings of p
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This exploratory research step focu
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Week 3 of the course. Figure 2: Acc
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A pedagogical end game for exams: a
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that a bachelor degree is the new h
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However, this vision is not pie-in-
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Are Higher Education Institutions P
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Method Design In order to reach a l
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of LA frameworks and on expected be
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Talented, and Learning and Behaviou
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I felt prepared to set my own LGs 5
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Measuring creativity in collaborati
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y Beghetto and Kaufman (2013), who
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And how does this creativity become
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In short, research in these paradig
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esearch is heavily context dependen
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Collaboration between Primary Stude
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Results The analysis of the observa
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even difficult for them to bring to
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A digital what? Creating a playspac
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As of writing, plans are underway t
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Lamond, H. & Rowatt, A.J. (2015). A
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Furthermore, staff PD in digital te
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Figure 1: Expert Review of Peer Rev
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Developing Self-Regulated Learning
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Technological Structure The underly
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analytics-functionality-and-wirefra
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model of professional learning that
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ecognition of their teaching in a t
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Connecting fun and learning- an act
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Figure 1. Engestrom's Activity Syst
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pedagogical and technological barri
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(e.g. Graesser et al., 2005), it ca
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ability to perform well on a test a
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Exploring my university students’
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15.00% 10.00% 5.00% 0.00% created a
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Miller, M. D. (2014). Online Learni
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component, evaluation that connects
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not be enough to encourage its wide
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Benchmarking for technology enhance
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Findings groups to try and streamli
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Author, M. (2014a). Benchmarking fo
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uploaded document with consistent m
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Promoting Critical Thinking in a La
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Table 1: Overview Summary of How In
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and post-exam online surveys were a
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Seow, T.K. & Soong, S.K.A. (2015).
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family and friends to help them. Di
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Upon completion of the unit, studen
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Blended Learning Adoption Monitorin
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for each stage are listed as Strate
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References Alammary, A., Sheard, J.
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environment), and (3) civic engagem
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Kolb, D. A. (1984). Experiential le
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Freitas, 2006; Fröding & Peterson,
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The research methodologies appropri
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Teräs, H. (2014). Collaborative on
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Upon completion of a learning activ
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Figure 3: Drag and drop application
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Pre-service teachers’ reflections
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like the Renaissance, and the teach
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from http://www.researchgate.net/pu
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concept of summer learning loss. Th
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Figure 2: Relationships between Cou
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Webby, B., Quinn, D., Albrecht, A.,
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The University’s Approach to a Le
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Figure 2: Draft CSU Learning Analyt
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Dreaming of Electric Sheep: CSU’s
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student learning. Furthermore, many
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something that is done by the “da
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SkillBox: a pilot study Rachel Anne
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agree, A=agree, N=neutral, D=disagr
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Whitsed, R.A. & Parker, J. (2015).
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critical theory and feminist studie
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connectedness between individual an
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Description of proposed interventio
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Kaufman & L. Li (Eds.), Routledge i
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Matthews, A., Aggarwal, R., and Lim
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Schau, C., & Mattern, N. (1997). Us
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eight of the nine interviewees in a
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communicate proposals, plans, compa
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Creating concept vignettes as a mod
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Preparing Students for Future Learn
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References Association for the Adva
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The use of rubrics for the assessme
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Developing an online challenge-base
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Let’s Talk Learning Analytics and
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Experiential Learning in Accounting
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The CSU Online Learning model Tim K
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MOOCs as spaces to innovate Alison
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The author(s) assign a Creative Com
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In terms of educational uses, the l
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The framework At the University of
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Enhancing Workplace Learning throug
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Figure 2: GPS for WPL structure Con
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The success of this new support mod
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Acknowledgement Supported by the Di
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Discussion Who owns learning? Educa
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Pawlaczek, Z. & Allan, G. (2015). D
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These divergent student perceptions
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Connecting or constructing academic
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define one academic literacy for al
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Learning, 12(3), 139-160. Retrieved
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Data collection The seven case stud
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share their own experiences in orde
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of Goals-Signals-Metrics as columns
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material, perform self-assessment t
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Many educational technology researc
Page 675 and 676: non-technical users can participate
Page 677 and 678: particularly in the early stages. T
Page 679 and 680: Williams, T., Kaui,T. & Ernst, J. (
Page 681 and 682: Campbell & Oblinger, 2007; Clow, 20
Page 683 and 684: Johnson, L., Adams Becker, S., & Ha
Page 685 and 686: sine qua non of LA, and a recent co
Page 687 and 688: Lodge, J., & Lewis, M. (2012). Pige
Page 689 and 690: academic referencing system Sente 6
Page 691 and 692: Norton, A. (2012). Mapping Australi
Page 693 and 694: How new teaching methods affect our
Page 695 and 696: Calderon, O., Ginsberg, A., Ciabocc
Page 697 and 698: thus enabling libraries to learn ab
Page 699 and 700: Formulating research questions whic
Page 701 and 702: as well as examples of each element
Page 703 and 704: the learning materials are presente
Page 705 and 706: activity results in a collaborative
Page 707 and 708: the definition, not the technology.
Page 709 and 710: in researching and developing teach
Page 711 and 712: 2. Examples of open scholarship net
Page 713 and 714: #NPF14LMD Learners and Mobile Devic
Page 715 and 716: Adrienne Moyle Academic Advisor wit
Page 717 and 718: Easing into mobile learning Angela
Page 719 and 720: Clinical Logs: Best Practices in th
Page 721 and 722: Digitally enabled learning through
Page 723 and 724: Using interactive multimedia for
Page 725: References Barbezat, D., & Bush, M.
Page 729 and 730: ascilite 2015 Reviewers Reem Abu As
Page 731 and 732: Kulari Lokuge Dona Swinburne Univer
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