Viewbrics: mirroring and mastering complex generic skills with video enhanced rubrics through a technology-enhanced formative assessment methodology by Ellen Rusman (OUNL).
Viewbrics: mirroring complex skills with video rubrics
1. Viewbrics: mirroring and mastering complex generic skills
with video enhanced rubrics
through a technology-enhanced
formative assessment methodology
Dr. Ellen Rusman
Welten Institute, Open University of the Netherlands
& Viewbrics project team
Webinar during EMPOWER e-Assesssment week,
28th of June 2018, online:
https://empower.eadtu.eu/events/100-empower-events
âLike master, like manâ
2. Complex generic (transversal) skills
Complex skills consist of constituent subskills which concertation
require high cognitive effort and concentration [1][2], and
prolonged repetitive practice in order to master them.
Complex generic (also âtransversalâ or â21st centuryâ) skills are not
specific for a domain, occupation or type of task, but important
for all kinds of work, education and life in general. These skills are
applicable in a broad range of situations and many subject
domains [3].
=> many schools are struggling with how to teach and evaluate
studentsâ performance of complex generic/transversal skills in
their daily educational practice [4].
3. Whoâs interested in this webinar?
Are you a:
A. Teacher in Higher Education
B. Manager in Higher Education
C. Researcher of Higher Education
D. Advisor/trainer in Higher Education
E. Otherwise, namely: âŠâŠâŠâŠâŠâŠâŠâŠâŠ
4. Your opinion:
Agree/disagree/neutral?
It is important for students to learn complex generic skills
I know how I can support studentsâ learning complex generic skills in my lessons
I have enough educational methods and material available to support students
while learning complex generic skills
8. HoweverâŠ.
âą many aspects of complex skills mastery refer to motoric activities, time-consecutive
operations and processes that are hardly captured in text (e.g. body posture or use
of voice during a presentation)
âą context in which the skill is practiced is important for its learning, as it implies and
generates implicit knowledge (tacit knowledge, âknowing how/âknowing whyâ),
which is interwoven with practical activities, operations and behavior in the
physical world [11].
âą text supposedly leaves more space for personal interpretation of the performance
indicators of a complex skill than video
=> text-based rubrics only have a restricted capacity to clarify the targeted mastery
level of a skill and to assess shown behaviour [12].
9. Towards Video-Enhanced Rubrics (VER)
A Video-Enhanced Rubric (VER) is the synthesis of video modelling
examples and a text-based analytic rubric in a digital formative
assessment format.
We expect that:
âą video-enhanced rubrics can foster learning from observation of
(good/bad) video modelling examples [11] [12][13], thus
supporting (more concrete and consistent) mental model
formation
âą improved quality of feedback (concreteness, consistency &
perceived quality) given by teachers or peers during skills
training,
=> more effective skill mastery
13. Two main âresearch phasesâ:
1. Design research (ended)
2. Semi-experimental research (now in data collection phase)
Design research for development of:
- Ecologically valid rubrics for 3 skills
- Video-modelling examples
- Feedback-and reflection methodology
23. Online feedback & reflection tool
âą Make rubrics and video modeling examples for complex generic skills available to
support practicing skills
âą Prevent piles of âpaper workâ
âą Convenient, regular and structured feedback in a âsetâ format while practicing skills:
âą Video-enhanced rubrics
âą Dashboard with automatically summarized, immediate and timely personal
feedback
âą Insight in what goes well and what may still be improved by means of
âreflection wheelâ visualization and (essential) tips and tops
âą Individual reflection support on performances and mastery of skills
âą Automatic and well-organized registration and archiving of performances and
growth in mastery of skills
32. The result: feedback- and reflection process in online tool
1. Watch video-enhanced rubrics
2. Practice skills
3. Assess own performance
4. Look at and analyze
feedback of teacher and peers
5. Determine (next) learning objectives
34. Looking at the video-modeling examples with processing support and âlinkingâ questions
(linking video modeling examples to sub-skills in rubric)
35. Processing support and âlinkingâ question âLinkingâ video fragments
to sub-skills
50. Research is still ongoing, first results on effectiveness expected October 2018
51. Your opinion:
Agree/disagree/neutral?
Viewbrics can help students to provide insight in their growth of complex
generic skills.
I think Viewbrics would also be applicable in the context of higher
education
I would like to know more about Viewbrics
53. Also interested? Contact us!
Ellen.Rusman@ou.nl
Project leader/principal investigator
@EllenRusman
More info on Viewbrics:
website: www.viewbrics.nl
Do you want to stay updated?
Register for updates via:
Mieke.Haemers@ou.nl
54. Thanks for your attention!
We would like to gratefully acknowledge the funding of our
project by the practice-oriented research programme of the
Netherlands Initiative for Education Research (NRO), part of
The Netherlands Organisation for Scientific Research (NWO).