TY - GEN
T1 - The dilemmas of formulating theory-informed design guidelines for a video enhanced Rubric
AU - Ackermans, Kevin
AU - Rusman, Ellen
AU - Brand-Gruwel, Saskia
AU - Specht, Marcus
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
KW - (Formative) assessment
KW - Complex skills
KW - Mental models
KW - Rubrics
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=85052942491&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-97807-9_10
DO - 10.1007/978-3-319-97807-9_10
M3 - Conference contribution
AN - SCOPUS:85052942491
SN - 9783319978062
T3 - Communications in Computer and Information Science
SP - 123
EP - 136
BT - Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers
A2 - Ras, Eric
A2 - Guerrero Roldán, Ana Elena
PB - Springer
T2 - 20th International Conference on Technology Enhanced Assessment, TEA 2017
Y2 - 5 October 2017 through 6 October 2017
ER -