Feedback, reflection, and assessment practices in practicum placements: The underpinning research design and methodology
Place of Publication
School of Education
The purpose of this chapter is twofold. Firstly, it defines the methodology used as a basis for the research findings presented in this text. Secondly, it describes the methods used to investigate the video feedback and formative assessment processes in a preservice teacher education program in regional Australia. Particular attention is given to Participatory Action Learning Action Research (PALAR), which was used in a four-year study that investigated the extent to which a mobile video capture application impacted on preservice teacher assessment while on practicum placements. Methods of each PALAR cycle are presented to explain how these were used in a coordinated manner to ensure the reliability of the outputs of the study. The chapter concludes by recognising the limitations of the study and describing future research opportunities arising from the study.
Dann, C.E. (2018). Feedback, reflection, and assessment practices in practicum placements: The underpinning research design and methodology. In Richardson, T., O'Neill, S., Dann, B., & Dann, C. (Eds.). Formative assessment practices for pre-service teacher practicum feedback : emerging research and opportunities. (pp. 47-75).Hershey, PA : IGI Global. Available here.