Beyond Traditional Observation: Observing Formative Assessment Through 360-Degree Video in Teacher Education

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Published: Apr 3, 2026
DOI: https://doi.org/10.14434/ijdl.v17i1.41423
Keywords:
360-degree video, immersive technology, formative assessment, preservice teacher education
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Design Cases
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Jessica Herring Watson
University of Central Arkansas
https://orcid.org/0000-0001-5393-389X
Kayla Waters
University of Central Arkansas
Jason Trumble
University of Central Arkansas
https://orcid.org/0000-0002-0776-8587

Abstract

This design case documents the development, implementation, and refinement of a structured 360-degree video observation activity for preservice teachers learning about formative assessment practices. The activity was designed and tested across two semesters in an undergraduate Classroom Assessment course with 53 total students. Through an iterative design process, we developed a scaffolded observation protocol that leveraged the unique affordances of 360-degree video technology. Student feedback revealed that the immersive format enhanced observation capabilities by providing comprehensive classroom views, multiple perspectives, student-centered observation opportunities, and greater autonomy in directing attention. Our design process highlighted important design decisions: the need for explicit technological modeling, structured guidance balanced with exploratory freedom, and the importance of high-quality recording.

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How to Cite
Herring Watson, J., Waters, K., & Trumble, J. (2026). Beyond Traditional Observation: Observing Formative Assessment Through 360-Degree Video in Teacher Education. International Journal of Designs for Learning, 17(1), 40–53. https://doi.org/10.14434/ijdl.v17i1.41423
Author Biographies

Jessica Herring Watson, University of Central Arkansas

Jessica Herring Watson is an Assistant Professor in the College of Education at the University of Central Arkansas. Her research interests include preservice teacher education, technology-enabled learning, and inclusive online learning design

Kayla Waters, University of Central Arkansas

Kayla Waters is a Visiting Lecturer in the College of Education at the University of Central Arkansas. Her research focuses on preservice teacher support, the use of AI to ease K-12 teachers’ workload, and mathematics education.

Jason Trumble, University of Central Arkansas

Jason Trumble is a faculty member and Associate Dean in the College of Education at the University of Central Arkansas. His research focuses on integrating content, pedagogy, and emerging technologies

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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