DescriptionTo learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities. Rubrics support learners in judging their skill performance as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. However, text-based rubrics have a limited capacity to support the formation of mental models with contextualized, time-related and observable behavioral aspects of a complex skill. This paper outlines the design of a study that intends to investigate the effect of rubrics with video modelling examples compared to text-based rubrics on skills acquisition and feedback provisioning. The hypothesis is that video-enhanced rubrics, compared to text based rubrics, will improve mental model formation of a complex skill and improve the feedback quality a learner receives (from e.g. teachers, peers) while practicing a skill, hence positively effecting final mastery of a skill.
|Period||16 Sept 2016|
|Event title||11th European Conference on Technology Enhanced Learning (EC-TEL 2016): Adaptive and Adaptable Learning|
|Location||Lyon, FranceShow on map|
Documents & Links
- Viewbrics_formative assessment of complex skills_TEFA@ECTEL_dspace
File: application/pdf, 3.47 MB