What's Going On? Analysing Visual Data to Understand Context-Based Decision-Making Processes

Autor/inn/en	Johnson, Martin; Black, Beth
Titel	What's Going On? Analysing Visual Data to Understand Context-Based Decision-Making Processes
Quelle	In: International Journal of Research & Method in Education, 35 (2012) 3, S.243-250 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.713222
Schlagwörter	Foreign Countries; Educational Assessment; Research Methodology; Video Technology; Examiners; Decision Making; High Stakes Tests; Educational Testing; Grading; Quality Assurance; Computer Assisted Testing; Computer Software; College Entrance Examinations; Interviews; Research Tools; Data Analysis; Visual Aids; Multimedia Materials; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Research method; Forschungsmethode; Examiner; Prüfer; Decision-making; Entscheidungsfindung; Notengebung; Schulnote; Qualitätssicherung; Aufnahmeprüfung; Interviewing; Interviewtechnik; Forschungsmittel; Auswertung; Anschauungsmaterial; Beobachtung; Großbritannien
Abstract	This brief research report gives an overview of a visually based methodology that has recently been used to shed light on situated decision-making in a high stakes educational assessment environment. Looking carefully at the feedback interactions taking place between senior and less senior examiners, the project aim was to gain insight into the nature of feedback given and the influences on the formation of such feedback. Given the high stakes' consequences of the interactions taking place, technology was able to support the research process by allowing video data about examiners' practices to be gathered without intruding into the outcomes being observed. This report describes one approach that was used to analyse video data in order to address the initial research question. The video data allowed researchers to gain insights into how examiners monitor marking quality. These insights included both the frequency of monitoring behaviours and the processes underpinning them. Analyses showed a three-stage Evaluation-Diagnosis-Feedback process. Being able to isolate and reflect on individual behaviours allowed the actors to give insights into their actions, giving voice to the inherent complexities whilst not interfering with such processes. (Contains 2 notes and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10