Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement

This article reports on the development and validation of a standardised video-based assessment instrument to measure professional vision of inclusive classrooms in general secondary education through comparative judgement. An expert study (n = 30) was set up to (1) investigate whether the selected videoclips elicit experts’ professional vision of two dimensions of effective inclusive classrooms, i.e., positive teacher-student interactions (PTSI) and differentiated instruction (DI); (2) to analyse whether experts come to a reliable consensus rank order of videoclips for PTSI and DI; (3) to explore whether the video-based assessment instrument is able to discriminate between the two dimensions of experts’ professional vision of inclusive classrooms under investigation; (4) to investigate which reasoning arguments on PTSI and DI are related to videoclips’ position in the rank order. Results of quantitative and qualitative analyses reveal that experts produced a valid and reliable rank order of videoclips.