Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education

Abstract Acquiring complex oral presentation skills is cognitively demanding for students and demands intensive teacher guidance. The aim of this study was twofold: (a) to identify apply design guidelines in developing an effective formative assessment method during classroom practice, (b) develop compare two analytic rubric formats as part that method. Participants were first-year secondary school the Netherlands ( n = 158) acquired with support either a rubrics offered through dedicated online tool (experimental groups), or using more conventional (rating scales) (control group). One experimental group provided text-based other video-enhanced rubrics. No prior research known about rubrics, but, based on skill development multimedia learning, we expected format best capture (non-verbal aspects of) performance. Significant positive differences performance found between groups control group. However, no significant both groups. This shows well-designed method, formats, outperforms formats. It also higher costs cannot be justified by gains. Future studies should address generalizability such methods contexts, than presentation, lead profound understanding