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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6871
Title: Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics in Dutch Secondary Education.
Authors: Rusman, Ellen
Nadolski, Rob
Boon, Jo
Ackermans, Kevin
Keywords: formative assessment
assessment
rubrics
video
learning
complex skills
feedback
mental model
technology-enhanced assessment
21st century skills
Issue Date: 2016
Citation: Rusman, E., Nadolski, R., Boon, J., & Ackermans, K. (2016). Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics in Dutch Secondary Education.
Abstract: To learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities. Rubrics support learners in judging their skill performance as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. However, textual rubrics have a limited capacity to support the formation of mental models with contextualized, time-related and observable behavioral aspects of a complex skill. This paper outlines the design of a study that intends to investigate the effect of rubrics with video modelling examples compared to textual rubrics on skills acquisition and feedback provisioning. The hypothesis is that video-enhanced rubrics, compared to text based rubrics, will improve mental model formation of a complex skill and improve the feedback quality a learner receives (from e.g. teachers, peers) while practicing a skill, hence positively affecting final mastery of a skill.
URI: http://hdl.handle.net/1820/6871
Appears in Collections:1. TELI Publications, books and conference papers

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