ERIC Number: EJ1310915
Record Type: Journal
Publication Date: 2021-Jun
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1531-7714
EISSN: N/A
Available Date: N/A
Feedback Is a Gift: Do Video-Enhanced Rubrics Result in Providing Better Peer Feedback than Textual Rubrics?
Ackermans, Kevin; Rusman, Ellen; Nadolski, Rob; Brand-Gruwel, Saskia; Specht, Marcus
Practical Assessment, Research & Evaluation, v26 Article 17 Jun 2021
High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding video-modeling examples with embedded self-explanation prompts, turning textual analytic rubrics (TR) into so-called 'video-enhanced analytic rubrics' (VER). This study contrasts two experimental conditions (TR, n = 54; VERs, n = 49) with their version of the anonymized online tool (used to collect the given feedback in 'Tips for improvement and Tops identifying strengths'). Peer feedback quality (concreteness and consistency) was evaluated using Natural Language Processing. As expected, the video-enhanced rubrics condition resulted in a higher quantity of words used and a lower amount of naive wording compared to the textual rubric condition. Contrary to our assumptions, it did not lower the amount of non-constructive wording nor improved the amount of behavioral and process-related feedback. Possibly, the transition from providing more feedback to delivering more accurate behavioral and process-related feedback has not yet been made in the time set for the study.
Descriptors: Feedback (Response), Video Technology, Scoring Rubrics, Peer Relationship, Student Evaluation, Formative Evaluation, Foreign Countries, Secondary School Students, English (Second Language), Second Language Learning
Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A
Author Affiliations: N/A