Assessment as and for learning: Developing pre-service teacher’s noticing ability by collaborative feedback through the use of online video analysis tool

Learning to notice has been advocated for long to help pre-service teachers make pedagogical decisions amid classroom instruction. Research indicated that pre-service teachers had difficulty in noticing own teaching for enhancing classroom interaction (van Es & Sherin, 2002). Video becomes a useful tool to facilitate such noticing for reflective teaching. Recent work has studied the use of video analysis tool (VAT) to develop an ability to notice and interpret classroom practice. Yet, the above-mentioned studies focused on the effect of VAT without considering what and how the feedback of course instructor could promote the development of noticing ability of pre-service teacher during the assessment for learning. Moreover, when pre-service teachers takes part in peer assessment, the effect of this mode, i.e. assessment as learning, on the enhancement of noticing remains unknown. In light of these, the current project attempts to investigate the use of VAT in giving feedback by peers (i.e. assessment as learning) and instructor (i.e. assessment for learning) for scaffolding student’s noticing. In particular, own teaching video will be adopted since it could afford teacher’s critical reflection (Zhang et al., 2011).