The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment

By Paul Orsmond, S. Merry, K. Reiling. 2002

294 citations recorded by the source corpus.

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Citations in the corpus

Conditions Under Which Assessment Supports Students’ Learning (2005, unknown): “Feedback, model answers and especially exemplars (Orsmond et al., 2002) help to establish these expectations and self-assessment helps students to internalize them.”
Fast and effective feedback: are model answers the answer? (2007, background): “However, exemplars – that is examples (possibly from previous work or tutor-generated) that demonstrate particular standards and levels of quality – can be used for many types of assessment, including essays and posters (e.g. Orsmond et al., 2002); and these can be considered a type of model answer.”
Using Assessment to Support Student Learning (2010, background): “Rather they need to see exemplars of work of different standards, to make their own judgments about the qualities of these exemplars (e.g. Orsmond et al, 2002), and to gradually calibrate their own judgments so that they are in line with the judgments their teacher would make.”
Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011, methodology): “Exemplars have been used in biology (Orsmond, Merry, and Reiling 2002 ) and their use has been planned in sports studies (Bloxham and West 2004 ) mainly to help students understand criteria and standards.”
Feedback-dialogues: exploring the student perspective (2012, background): “Furthermore, comments from students interviewed in our study and others (Orsmond, Merry, and Reiling 2002 ) suggest that the type of feedback opportunities that they want may well be met by the processes of peer feedback.”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “The literature has collected strategies for negotiating and developing written material to provide students with clear goals from which they can compare studies that have been already performed (Orsmond, Merry, and Reiling 2002).”
Moving feedback forward: theory to practice (2013, background): “previous cohorts’ work), are useful in developing understanding of assessment criteria and tutor’s requirements (Orsmond, Merry, and Reiling 2002 ), and can be used to discuss feedback and its meaning.”
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “( 2002 ) examined the effect of adding measures to clarify evaluation criteria for students; Cho and Schunn ( 2007 ) compared outcomes of single versus multiple peer feedback treatments; Sluijsmans et al .”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, methodology): “For example, Orsmond et al. (2002) report a study on self- and peer-assessment with students working on assessing a biology assignment using a set of exemplars.”
Learning to self-assess oral performance in English: A longitudinal case study (2008, background): “Orsmond et al. (2002) found that the use of examples and formative feedback could help students demonstrate greater understanding of both marking criteria and subject standards while achieving higherquality learning outcomes.”
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work (2007, background): “Recent research has emphasized that rather than the feedback per se, it is how students make sense of this which is important (Higgins et al., 2001; Orsmond et al., 2002) and whether or not they actively engage with the feedback (Orsmond et al.”
Staff student partnership in assessment: enhancing assessment literacy through democratic practices (2017, background): “…their understanding of the language of assessment through their active engagement in: ‘observation, imitation, dialogue and practice’ (Rust, Price, and O’Donovan 2003, 152), investigating marking criteria (Handley and Williams 2011), and in assessment design (Orsmond, Merry, and Reiling 2002).”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “Earlier work done by Orsmond et al. (2002) identified that student discussion regarding a range of exemplars without the revelation of grades aided in understanding notions of quality.”
An inventory of peer assessment diversity (2011, unknown): “Orsmond, Merry, and Reiling 2002 ; Smith, Cooper, and Lancaster 2002 ), presentations (e.”
Managing dialogic use of exemplars (2017, background): “The exemplars are sometimes the same assignment which students are working on (e.g. Orsmond, Merry, and Reiling 2002), or may be similar parallel tasks (Hendry, Armstrong, and Bromberger 2012).”
Changing practices: influences on classroom assessment (2006, background): “Following the seminal review by Black and Wiliam (1998), a host of empirical work has confirmed the pedagogical potential of classroom assessment (e.g., Black & Harrison, 2001; Barootchi & Keshavarez, 2002; Orsmond et al., 2002; Coffey, 2003; Lee & Gavine, 2003; Waddell, 2004).”