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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8591
Title: The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric for the Formative Assessment of Complex Skills
Authors: Ackermans, Kevin
Rusman, Ellen
Brand-Gruwel, Saskia
Specht, Marcus
Keywords: Video Enhanced Rubrics
Rubrics
Multimedia
Issue Date: 5-Dec-2017
Publisher: Springer
Citation: Ackermans, K., Rusman, E., Brand-Gruwel, S., & Specht, M. (accepted for publication). The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric for the Formative Assessment of Complex Skills. In E. Ras & E. G. R. Ana (Eds.), Communications in Computer and Information Science Vol 654. Technology Enhanced Assessment. Cham, Switserland: Springer.
Abstract: Learners aiming to master a complex skill may benefit from the combina-tion of abstract information found in a text-based analytical rubric and con-crete information provided by a video modeling example. In this paper, we address the design dilemmas of combining video modeling examples and rubrics into a Video Enhanced Rubric. We propose a model to address these design dilemma's and develop our first prototype based on this model. We review the first prototype through a two-stage international expert valida-tion session. In the first stage, 20 experts are asked to design a user inter-face for the Video Enhanced Rubric. In the second stage, 20 experts are asked to perform an expert appraisal of our first prototype. The preliminary results of the expert validation session are subsequently analyzed using Sauli, Cattaneo and van der Meij’s Framework for Developing Instructional Hypervideo to detect common design suggestions. Following the results of the expert validation, we developed a second prototype of the Video En-hanced Rubric. With the design guidelines of a Video Enhanced Rubric, we aim to improve the formative assessment and mastery of complex skills by fostering learner’s mental model development and the quality (consistency, concreteness) of both given as well as received feedback. On a more general note, we expect the design dilemmas addressed in this paper to inform re-searchers who aim to apply theoretical multimedia design guidelines to formative assessment practices with rubrics.
URI: http://hdl.handle.net/1820/8591
Appears in Collections:1. TELI Publications, books and conference papers

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