PBV~Problem Based Video
Field Testing
OVERVIEW
RATIONALE
WORKSHOP
FIELD TESTING
REFLECTIONS
SUPPORT
FUTURE PLANS
PROJECTS

Each math video was field tested with a class of students.  The sessions were observed by one or more of the project leaders.  After the field testing both the students and the teachers were debriefed to get insight on the unit from their perspective. 

Watching students deal with the problems was key to making changes.  Our observations are leading us to make changes in certain areas.
Problems

Precisely wording the problem is critical.  We have "tweaked" the wording of the problem after observing confusions or unintended interpretations of the problem.

Information
The information provided in the video may make the problem more open ended or more focused.  Clarity is critical.  We wanted unnecessary information for students to sort through, but need to balance that with information critical to the solution.
Footage

The quality of our raw footage and our skill to edit it down is important.  Good sound is harder to achieve that good images.  It is always a temptation to include too much footage.  Video is an extremely powerful media.  A little can go a long way if produced skillfully.


Field testing gave us important information about the quality of our product.  As a result of our field testing we had four choices for the next step in the development of each video unit.

  1. Drop the video.  It has major deficiencies and the math problem does not merit investing more time.
  2. Re-shoot the video.  The problem is good, but we need new footage content or better quality footage.
  3. Re-edit the video.  Existing footage is adequate, but new need to make some changes.  Adding graphics, voice-overs, deleting items will address the problems.
  4. Mass produce and distribute the video.  It is ready for district wide usage without modification.

Naperville Community Unit School District 203
Created: February 2002
Authors: Stephen Meehan and Rick Schrock