Making Sense of Science (Electric Circuits Assessment)
Category: Teacher and Leader Development
Instructional coaching often aims to ground teacher professional learning in classroom evidence, yet it is labor-intensive for coaches to obtain and curate such evidence. This study explores possibilities for utilizing an automated feedback tool to support evidence-based reasoning in coaching. We examined how mathematics coaches employed automated feedback within coaching, asking what affordances/limitations they anticipated, how they used the tool, and how they perceived it after initial use. We conducted semi-structured interviews with 20 coaches and recorded 41 coaching conversations made by nine of those coaches. Our analyses suggest that coaches used generated evidence to demonstrate effective practices, probe, challenge, and compare/generalize across moments. They valued the tool’s efficiency, visual representations, and perceived objectivity but raised concerns about accuracy, particularly for student talk. The study highlights the importance of coach facilitation and suggests future research and design directions for the effective integration of automated tools in instructional coaching.
Keywords
instructional coaching, automated feedback, discourse analysis
Education level
Document Object Identifier (DOI)
10.26300/xx9z-8f27
