Viewbrics: Formative Assessment of 21st Century Skillswith Video-Enhanced Rubrics in Secondary Education

Dr. Ellen Rusman & Kevin Ackermans MEd

Welten Institute – Centre for learning, teaching and technologyOpen Universiteit, The Netherlands

Media and Learning Conference, 10th of March 2016

Source: Ministry of education N

ew

Zealand

‘Feeding & watering’ of skills:• Support mental modelling (feed-up) of

skills before and during task execution and practice of skills

• Quality of feedback during practice

Now often done with:

Formative assessment of complex skills

Mastery of skills?

‘Video-enhanced rubrics’ with modelling examples for 3 skills (lower secondary education)

What if pupils practice with ...

Does this improve?

• Mental model of skills?

• Feedback quality? (more concrete, linked to visible behaviour, and more consistent feedback by others)

PresentingCollaborating

Information

literacy

Theoretical background

Project results: • Rubrics with video modelling examples (lower secondary education)• Digital 360-degree assessment instrument• Instructions & workshops about formative assessment, feedback & use of video-rubrics• Online masterclassess for teachers • Scientific knowledge, a thesis and publications on effect of use of video-enhanced

rubrics on mental modelling, feedback quality and mastery of skills • Practical experience of teachers, students and researchers with development, use and

application of ‘video-rubrics’

Design principles behind rubric format

• Provide positive, effective and constructive feedback on performance of learners. Effective feedback (Hattie & Timperley, 2007) helps to define:• Where you are heading (target/objective)• How you are doing (in getting there)• What to do next

• Provide insight in growth of learners• Feasible and attractive for target group (12-14 years), e.g. language use, format• Analytic rubric to provide insight in important aspects of complex skill• Usable for self-, peer-, expert- and 360-degree feedback• Make expectations about performance as concrete and illustrative as possible (no

vague terms like ‘mostly’, ‘sufficient’ etc.)• Valid, reliable and user-friendly rubrics• Difference between the content of a rubric (aspects of a skill and it’s performance

indicators) and the format that is communicated to students Sour

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An alternativerubric format

Example ‘raw’ video-recording and relation with rubricSubskills of collaboration: • Recognizing and (flexible)

using role and task divisions• Asking and receiving help

- Fixing a rope by sitting on shoulder of another person

- Group members working at different spots on different tasks (e.g. clearning fish, keeping fire going)

- “Could you hold the branch down while I …”

Your feedback matters

Please help us further by providing feedback with the coloured cards:

• Green => rubric• Blue => video modeling examples

Thank you for your attention and feedback!

Source cartoon: https://educ6040fall09.wikispaces.com/Rubrics

More information about the project:

Dr. Ellen Rusman (project leader and principle researcher):Ellen.Rusman@ou.nl

Kevin Ackermans MSEN (PhD researcher):Kevin.Ackermans@ou.nl

www.viewbrics.nl

Feedback on (development of) rubric format

1. If you could change the rubric format, what would you change? Why?2. If you could change the rubric format, what would you keep? Why?

3. What do you value in our approach to the development of rubrics? Why?

4. What advice do you have on our approach to the development of rubrics? Why?

Feedback on design questions around video-modeling examples• How to visualize a complex skill?

• Generic or specific setting (e.g. classroom/domain-related or ‘outdoor’ activity

• Whole complex skill• Sub-skills and/or aspects• Combination of whole & part task• Good ánd bad example or only good example

• How to succesfully adress pupils aged 12-14 years? • Use of humor?/ Dream setting like a TED talk?/Age of actors/….• Format of visualization:

• Animation/comics• Authentic recordings/acted in real-life setting• Settings with voice over• …..