Video-enhanced analytic rubrics did not significantly outperform text-based analytic rubrics on oral presentation performance, though a marginal trend favored video-enhanced rubrics¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Design limits · Rob J. Nadolski 2021: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q3 i? At both measures no significant differences between the video-enhanced and text-based experimental groups were found, so Hypothesis 2 was rejected. → Rob J. Nadolski 2021

Evidence¶

Rob J. Nadolski 2021¶

Rob J. Nadolski, Hans G. K. Hummel, Ellen Rusman, Kevin Ackermans. (2021). Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10030-7

q3 · i? · causal · r2

In the mixed ANOVA comparing the video-enhanced (n = 51) and text-based (n = 57) rubric conditions, "no significant differences between experimental groups were found" at both measures, so the hypothesis that video-enhanced rubrics would yield better performance growth was rejected.

"At both measures, no significant differences between experimental groups were found as was expected (so we had to reject H2)."

Discussion¶

Related Claims¶

• Formative assessment with validated analytic rubrics in the Viewbrics tool produced higher oral presentation performance than conventional rating-scale rubrics in Dutch secondary education — related
• Before their first presentation, students in the two experimental groups did not differ in anxiety, preparedness, or motivation — related
• Oral presentation performance improved significantly over time, but only control-group students showed statistically significant growth between the two presentations — related