Students’ and Teachers’ Perceptions of the Usability and Usefulness of the First Viewbrics-Prototype: A Methodology and Online Tool to Formatively Assess Complex Generic Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education
Rubrics support students in learning complex generic (21st century) skills, as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. If students know their current and strived-for mastery level, they can better determine subsequent learning activities towards skills mastery. However, text-based rubrics have a limited capacity to support the formation of mental models of a complex skill. Video-enhanced rubrics (VER) with video modeling examples have the potential to improve and enrich mental model formation, feedback quality, and thus improve students’ performance.
In the Viewbrics-project we therefore developed, through design-based research, a methodology for the formative assessment of complex skills with Video-Enhanced Rubrics (VER), precipitated in an online tool. This paper describes the features of the first prototype of this online tool and the results of a stakeholder evaluation of its perceived usefulness and usability, by means of a questionnaire and card-sorting exercise, with 7 teachers and 21 students of two secondary schools.
The evaluation of this first prototype showed that both teachers and students evaluated the online tool and formative assessment methodology as handy, usable, helpful and feasible for learning complex skills, although some recommendations were made to further improve the design of the tool.
KeywordsVideo Rubrics (Formative) assessment Complex skills Feedback Mental model Technology-enhanced assessment 21st century skills
We would like to gratefully acknowledge the contribution of the Viewbrics-project, officially called ‘Formative assessment of complex skills with video-enhanced rubrics in secondary education’, a three-year research and development project funded by the Netherlands Initiative for Education Research (NRO), project number 405-15-550.
- 2.Kirschner, P., Van Merriënboer, J.: Ten steps to complex learning a new approach to instruction and instructional design. In: Good, T.L. (ed.) 21st Century Education: A Reference Handbook, pp. 244–253. Sage, Thousand Oaks (2008)Google Scholar
- 3.Galligan, F., et al.: Advanced PE for Edexcel. Heinemann Educational Publishers, Oxford (2000)Google Scholar
- 4.Bowman, K.: Background paper for the AQF Council on generic skills, Canberra (2010)Google Scholar
- 5.Rusman, E., Martínez-Monés, A., Boon, J., Rodríguez-Triana, M.J., Villagrá-Sobrino, S.: Gauging teachers’ needs with regard to technology-enhanced formative assessment (TEFA) of 21st century skills in the classroom. In: Kalz, M., Ras, E. (eds.) CAA 2014. CCIS, vol. 439, pp. 1–14. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-08657-6_1CrossRefGoogle Scholar
- 6.Thijs, A., Fisser, P., van der Hoeven, M.: 21E Eeuwse Vaardigheden in Het Curriculum Van Het Funderend Onderwijs. Slo, p. 128 (2014)Google Scholar
- 7.Andrade, H., Du, Y.: Student perspectives on rubric-referenced assessment. Pract. Assess. Res. Eval. 10, 1–11 (2005)Google Scholar
- 9.Schildkamp, K., Heitink, M., Van Der Kleij, F., Hoogland, I., Dijkstra, A., Kippers, W.: Voorwaarden voor effectieve formatieve toetsing - een praktische review, Enschede (2014)Google Scholar
- 10.Berry, O., Price, M., Rust, C., Donovan, B.O., Price, M., Rust, C.: Teaching in higher education know what i mean? Enhancing student understanding of assessment standards and criteria. Teach. High. Educ. 37–41 (2007)Google Scholar
- 11.Westera, W.: On the changing nature of learning context: anticipating the virtual extensions of the world. Educ. Technol. Soc. 14, 201–212 (2011)Google Scholar
- 17.Plomp, T., Nieveen, N.: Educational design research: an introduction. In: Plomp, T., Nieveen, N. (eds.) Educational Design Research, pp. 10–51. Netherlands Institute for Curriculum Development, Enschede (2013)Google Scholar
- 18.Ackermans, K., Rusman, E., Brand-Gruwel, S., Specht, M.: The dilemmas of formulating theory-informed design guidelines for a video enhanced rubric. In: Ras, E., Guerrero Roldán, A.E. (eds.) TEA 2017. CCIS, vol. 829, pp. 123–136. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-97807-9_10CrossRefGoogle Scholar
- 19.Last, J., Simmons, S., Keene, C.: Card sorting-design research techniquesGoogle Scholar