Assessing Teachers’ Professional Vision of Oral Scientific Argumentation

Abstract

This paper reports the initial development of a measure to assess teachers’ professional vision of oral scientific argumentation using online video annotation. Teachers watched segments of videos in which students engaged in whole class, small group, and dyad argumentation sessions and annotated the video with what they noticed in these sessions. Based on previous work on professional vision and our larger study on formative assessment of oral argumentation, a coding scheme was developed and tested with a pilot study. Researchers share initial findings of this pilot which showed differences in professional vision existed.