Students’ and Teachers’ Perceptions of the Usability and Usefulness of the First Viewbrics-Prototype: A Methodology and Online Tool to Formatively Assess Complex Generic Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

Abstract

Rubrics support students in learning complex generic (21st century) skills, as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. If students know their current and strived-for mastery level, they can better determine subsequent learning activities towards skills mastery. However, text-based rubrics have a limited capacity to support the formation of mental models of a complex skill. Video-enhanced rubrics (VER) with video modeling examples have the potential to improve and enrich mental model formation, feedback quality, and thus improve students’ performance.