An exploratory experimental study of a learner-generated video intervention targeting pre-service teachers’ knowledge of complex assessment concepts

The present exploratory study implemented staggered randomized experiments to examine the effects of a learner-generated video (LGV) intervention on elementary pre-service teachers’ knowledge of test validity and test fairness. These concepts within the assessment domain of professional learning are recognized as challenging among pre-service teachers (PSTs). The intervention involved PSTs collaboratively developing short LGVs explaining these important assessment concepts to other educators. The findings were generally consistent with the anticipated treatment effects, with some estimates reaching statistical significance, including those related to PSTs’ self-reported conceptual teaching, video production, and video editing skills. Given limitations related to statistical power, research design, and measures, these findings should be interpreted cautiously.