Abstract
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 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 validation session. In the first stage, 20 experts are asked to design a user interface 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 Enhanced 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 researchers who aim to apply theoretical multimedia design guidelines to formative assessment practices with rubrics.
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Acknowledgements
We would like to gratefully acknowledge the contribution of the Viewbrics project, that is funded by the practice-oriented research program of the Netherlands Initiative for Education Research (NRO), part of The Netherlands Organisation for Scientific Research (NWO).
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Ackermans, K., Rusman, E., Brand-Gruwel, S., Specht, M. (2018). The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric. In: Ras, E., Guerrero Roldán, A. (eds) Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science, vol 829. Springer, Cham. https://doi.org/10.1007/978-3-319-97807-9_10
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