文章基本信息

标题：Feedback is a gift: Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
本地全文：下载
作者：Kevin Ackermans ; Ellen Rusman ; Rob Nadolski 等
期刊名称：Practical Assessment, Research and Evaluation
印刷版ISSN：1531-7714
电子版ISSN：1531-7714
出版年度：2021
卷号：26
DOI：10.7275/hk9e-8d82
语种：English
出版社：ERIC: Clearinghouse On Assessment and Evaluation
摘要：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.