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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8835
Title: Mirroring and mastering complex generic skills with video-enhanced rubrics
Authors: Rusman, Ellen
Keywords: formative assessment
video-enhanced rubrics
complex skills
feedback
reflection
viewbrics
Issue Date: 2017
Citation: Rusman, E. (2017, 28 November-1 December). Mirroring and mastering complex generic skills with video-enhanced rubrics. Presentation for the Best Research and Practice Award nomination at the EAPRIL Conference, Hameenlinna, Finland.
Abstract: To master complex generic skills (or ‘21st century skills’), it is important to form a concrete and consistent mental model of all constituent sub- skills and mastery levels. If you know for which mastery level you are striving (feed up) and can mirror performances against this benchmark with help of others (feedback), than you can focus on your deficient sub-skills (feedforward) to become a ‘master’. An analytic assessment rubric describes skills’ mastery levels in text, by means of a set of performance indicators for constituent sub-skills. However, we hypothesize that text-based rubrics have a limited capacity to convey contextualized, procedural, time-related and observable behavioral aspects of a complex skill, thus restricting the construction of a rich mental model. In the Viewbrics- project secondary school teachers and pupils, researchers and various domain experts jointly developed and tested a technology-enhanced formative assessment methodology with video-enhanced rubrics for three generic complex skills, namely presenting, collaborating and information literacy. This methodology is converted into a digital assessment tool, called the Viewbrics-app, which was evaluated in several rounds with various stakeholders and schools. The complete methodology to formatively assess and master complex generic skills is adopted and will be evaluated by means of a quasi-experimental design on (at least) four secondary schools. We expect that using video-enhanced rubrics instead of text-based rubrics will lead to a ‘richer’ mental model and improves feedback quality (in terms of consistence as well as concreteness) while practicing a complex skill, for both pupils and teachers.
URI: http://hdl.handle.net/1820/8835
Appears in Collections:2. TELI Presentations at conferences and events

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