KA
Kevin Ackermans
Authored
6 records found
Video-enhanced or textual rubrics
Does the Viewbrics' formative assessment methodology support the mastery of complex (21st century) skills?
Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model developm
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For learners, it can be difficult to imagine how to perform a complex skill based on textual information from solely a text-based analytic rubric. Rubrics lack (1) the contextual information needed to convey real-world attributes (2) the dynamic information (such as gesturing in
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Video-or text-based rubrics
What is most effective for mental model growth of complex skills within formative assessment in secondary schools?
Learners can experience difficulties to form a mental model of a complex skill and what its mastery implicates in terms of actual behavior. Text-based analytic rubrics can support training and formative assessment of complex skills. However, they lack (1) contextual information n
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Video-or text-based rubrics
What is most effective for mental model growth of complex skills within formative assessment in secondary schools?
Learners can experience difficulties to form a mental model of a complex skill and what its mastery implicates in terms of actual behavior. Text-based analytic rubrics can support training and formative assessment of complex skills. However, they lack (1) contextual information n
...
Feedback is a gift
Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding vid
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Learners aiming to master a complex skill may benefit from the combination of abstract information found in a text-based analytical rubric and concrete information provided by a video modeling example. In this paper, we address the design dilemmas of combining video modeling exam
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