Six practical design guidelines for building a Video Enhanced Rubric¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (2 design), q1 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article presents six generalizable guidelines for designing and implementing a VER, structured using Cattaneo et al.'s (2019) three-level hypervideo model: (1) an educational narrative built on the personalization principle, (2) a non-verbal script layer with voice-over and gesture script, (3) keeping the distance between educational narrative and educational content to a minimum, (4) natural segmentation and fading at scene changes, (5) keeping rewind options accessible as a non-linear guideline, and (6) self-explanation prompts within natural segmentation using dynamic linking. Guidelines 1–4 address linear design, guideline 5 non-linear elements, and guideline 6 hypervideo exchange options. The authors present them "as tools to inspire educational researchers and practitioners alike in creating their own Video Enhanced rubric".

Design Implications¶

Context¶

Requirements¶

• Guidelines should be applied in order of importance according to the roles, functions and methods identified with the RFMG framework

Constraints¶

• Guideline 4 assumes a working memory limitation of approximately four to seven items, so no more than seven constituent skills may be shown per segment

Target Learners¶

• Learners in secondary pre-university education; the authors expect broader applicability to other complex skills

Target Learning Goals¶

• Mental model development and formative assessment of complex skills such as presenting, collaboration, information literacy, and potentially critical/creative thinking, problem-solving and communicating

Affordances¶

• Rfmg Framework Prioritize Design Guidelines

Claims¶

• An expert appraisal workshop of an early VER prototype by twenty international experts stressed the importance of annotation to connect rubric and video [+W]
• Text-based rubrics alone provide insufficient contextual, dynamic and procedural information to support rich mental model development of complex skills [+W]
• Performance-based assessments score low on generalizability, reliability, and standardization, with rater effects influencing scores [+W]

Related Strategies¶

• Apply seventeen evidence-based design guidelines when developing formative assessment with analytic rubrics for complex skills
• Develop standardised validated content-assessment tools and theory-based guidelines for TST video creators

Examples¶

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Key Sources¶

• Kevin Ackermans, Ellen Rusman, Saskia Brand-Gruwel, Marcus Specht. (2019). Solving instructional design dilemmas to develop a Video Enhanced Rubric with modeling examples to support mental model development of complex skills: the Viewbrics-project use case. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09668-1