Video-or text-based rubrics

What is most effective for mental model growth of complex skills within formative assessment in secondary schools?

Journal article (2019)

Authors

Kevin Ackermans Open University of the Netherlands
Ellen Rusman Open University of the Netherlands
Rob Nadolski Open University of the Netherlands
M.M. Specht Open University of the Netherlands
Saskia Brand-Gruwel Open University of the Netherlands
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External organisation
Multimedia learning·technology enhanced assessment Video enhanced rubrics·(formative) assessment·complex skills·mental models
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Published Date

2019-12

Language

English

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Abstract

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 needed to convey real-world attributes (2) sensor-motoric information (such as gesturing in the complex skill of presenting) (3) procedural information needed to support the automation of (sub)skills. Text-based analytic rubrics deficiencies for skill-mastery can be remedied by adding video-modeling examples with embedded self-explanation prompts, turning text-based analytic rubrics (TR) into so-called ‘video-enhanced analytic rubrics’ (VERS). The current study contrasts two experimental conditions (TR, n = 54; VERS, n = 49) for fostering the growth of learners' mental model of complex skills. This was done using the formative assessment supporting Viewbrics online tool and one control condition with a secondary school's current approach for skills-development (without rubrics nor Viewbrics-formative assessment (n = 50)). We measured learners' mental models at three times during their project work by assessing the richness of their constructed concept maps. A multilevel regression analysis showed that learners in the VERS condition form richer mental models when compared to the control condition for most complex skills.