Abstract
For learners, it can be difficult to imagine how to perform a complex skill based on textual information from solely a text-based analytic rubric. Rubrics lack (1) the contextual information needed to convey real-world attributes (2) the dynamic information (such as gesturing in the complex skill of presenting) (3) the procedural information required to support the automation of constituent skills. We propose to address the text-based rubric’s deficiencies by adding video-modeling examples, self-explanation prompts, an intertwined educational- and instructional narrative, natural segmentation, and a non-verbal script. With the resulting Video Enhanced Rubric, we aim to improve the formative assessment of complex skills by fostering learner’s mental model development, feedback quality, and complex skill mastery. Designing multimedia to support the formative assessment of complex skills using can cause dilemmas for instructional designers. For example, is learner control needed to foster intrinsic motivation or is it deemed to create extraneous cognitive load? Is it wise to use a video modeling example of peer-aged learners when the model does not display perfect performance? We found seven dilemmas around proven complex skill development, motivational design, and multimedia design guidelines. This paper presents a theoretical contribution to instructional design by introducing a framework to address dilemmas regarding such design dilemmas. As a practical contribution, we support educational researchers and practitioners by presenting six practical guidelines for designing a Video Enhanced Rubric. A use case of the Viewbrics-project provides insight into the practical application of the framework within the context of Dutch pre-university education.
Highlights
The Viewbrics-project is concerned with fostering the learner’s mental model of complex skills through the process of formative assessment (FA), expecting that a clear and detailed mental model of complex skills will improve their mastery of complex skills
Developing a multimedia application to foster complex skills can result in several design dilemmas
The importance of designing for motivation could be found in both literature and the experience of the teachers involved with the Viewbrics project, leading to the Attention Relevance Confidence Satisfaction (ARCS) model being used from the writing of the script to the final field testing
Summary
The Viewbrics-project is concerned with fostering the learner’s mental model of complex skills through the process of formative assessment (FA), expecting that a clear and detailed mental model of complex skills will improve their mastery of complex skills. Models and methods provide guidelines that inform the design of a Video Enhanced Rubric to support mental model development of complex skills. The VER is used to provide video and rubric information on which learners and peers can form a mental model and formatively assess complex skill mastery, and to gain insight into the constituent subskills of a complex skill (Fig. 1). The decrease is a result of the identification of different roles, and the prioritization of functions by ordering from top to bottom We expect this approach to decrease the design tensions for researchers and practitioners who aim to foster complex skill development using multimedia by providing a step-by-step framework to prioritize and select design guidelines. The introduction aims to stimulate motivation and foster identification of the learner with the characters while intertwining educational narrative with educational content
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
