Data that measures group learning are time-consuming to collect and analyze on a large scale. As an initial step towards scaling qualitative classroom observation, our team qualitatively coded classroom video using an established coding scheme with and without its audio. We find that inter-rater reliability is as high when using visual data onlyâwithout audioâas when using both visual and audio data to code. Also, inter-rater reliability is high even when comparing use of visual and audio data to visual-only data. We see a small bias that interactions are more often coded as group...
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