Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

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    To 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.
    Original languageEnglish
    Publication statusPublished - 1 Sept 2016
    Event11th European Conference on Technology Enhanced Learning (EC-TEL 2016): Adaptive and Adaptable Learning - Lyon, France
    Duration: 13 Sept 201616 Sept 2016


    Conference11th European Conference on Technology Enhanced Learning (EC-TEL 2016)
    Abbreviated titleEC-TEL 2016
    Internet address


    • rubrics
    • formative assessment
    • video
    • skills acquisition
    • feedback
    • technology enhanced assessment
    • 21st century skills
    • mental model


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