Add to ORKGPaper presentation at the TEA2016 conference, Tallinn, Estonia.For learners, it can be difficult to imagine how to perform a complex skill from textual information found in a text-based analytic rubric. In this paper we identify three deficiencies of the text-based analytic rubric for the formative assessment of complex skills. We propose to address the text-based analytic rubric’s deficiencies by adding video modeling examples. With the resulting Video Enhanced Rubric we aim to improve the formative assessment of complex by fostering learner’s mental model development, feedback quality and complex skill mastery.We would like to gratefully acknowledge the contribution of the Viewbrics project, that is funded by the practice-oriented researc...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st cen...
Abstract. The performance objectives used for the formative assessment of com- plex skills are gener...
To learn complex skills, like collaboration, learners need to acquire a concrete and consistent ment...
Poster session presented at the 2018 Annual Meeting of the Centre for Education and Learning, Delft,...
Learners can experience difficulties to form a mental model of a complex skill and what its mastery ...
To learn complex skills, like collaboration, learners need to acquire a concrete and consistent ment...
Learners in the process of developing complex skills need a rich mental model of what such skills en...
Learners in the process of developing complex skills need a rich mental model of what such skills en...
Learners aiming to master a complex skill may benefit from the combina-tion of abstract information ...
Learners can experience difficulties to imagine how to master a complex skill using solely a text-ba...
Learners aiming to master a complex skill may benefit from the combina-tion of abstract information ...
For learners, it can be difficult to imagine how to perform a complex skill based on textual informa...
For learners, it can be difficult to imagine how to perform a complex skill based on textual informa...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st cen...
Abstract. The performance objectives used for the formative assessment of com- plex skills are gener...
To learn complex skills, like collaboration, learners need to acquire a concrete and consistent ment...
Poster session presented at the 2018 Annual Meeting of the Centre for Education and Learning, Delft,...
Learners can experience difficulties to form a mental model of a complex skill and what its mastery ...
To learn complex skills, like collaboration, learners need to acquire a concrete and consistent ment...
Learners in the process of developing complex skills need a rich mental model of what such skills en...
Learners in the process of developing complex skills need a rich mental model of what such skills en...
Learners aiming to master a complex skill may benefit from the combina-tion of abstract information ...
Learners can experience difficulties to imagine how to master a complex skill using solely a text-ba...
Learners aiming to master a complex skill may benefit from the combina-tion of abstract information ...
For learners, it can be difficult to imagine how to perform a complex skill based on textual informa...
For learners, it can be difficult to imagine how to perform a complex skill based on textual informa...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
To learn complex generic (21st century) skills students need to form a mental model of a skill. If s...
Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st cen...