Video-or text-based rubrics: What is most effective for mental model growth of complex skills within formative assessment in secondary schools?

Research output: Contribution to journalArticleAcademicpeer-review

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.
Original languageEnglish
Pages (from-to)248-258
JournalComputers in Human Behavior
Volume101
DOIs
Publication statusPublished - Dec 2019

Fingerprint

Multilevel Analysis
Training Support
Foster Home Care
Automation
Regression Analysis
Growth
Regression analysis
Formative Assessment
Mental Models
Secondary School
Sensors

Keywords

  • Video enhanced rubrics (formative) assessment complex skills mental models
  • Multimedia learning technology enhanced assessment

Cite this

@article{7f5de6cfffc44f09adac16e7eccb3a60,
title = "Video-or text-based rubrics:: What is most effective for mental model growth of complex skills within formative assessment in secondary schools?",
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.",
keywords = "Video enhanced rubrics (formative) assessment complex skills mental models, Multimedia learning technology enhanced assessment",
author = "Kevin Ackermans and Ellen Rusman and Rob Nadolski and Marcus Specht and {Brand - Gruwel}, Saskia",
year = "2019",
month = "12",
doi = "10.1016/j.chb.2019.07.011",
language = "English",
volume = "101",
pages = "248--258",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

TY - JOUR

T1 - Video-or text-based rubrics:

T2 - What is most effective for mental model growth of complex skills within formative assessment in secondary schools?

AU - Ackermans, Kevin

AU - Rusman, Ellen

AU - Nadolski, Rob

AU - Specht, Marcus

AU - Brand - Gruwel, Saskia

PY - 2019/12

Y1 - 2019/12

N2 - 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.

AB - 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.

KW - Video enhanced rubrics (formative) assessment complex skills mental models

KW - Multimedia learning technology enhanced assessment

U2 - 10.1016/j.chb.2019.07.011

DO - 10.1016/j.chb.2019.07.011

M3 - Article

VL - 101

SP - 248

EP - 258

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -