From copying to learning: using exemplars to engage students with assessment criteria and feedback

By Karen Handley, Lindsay Williams. 2011

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49298e25cf402d38e2316b846f3ed1ced87900fe

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Citations in the corpus

Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies (2016, background): “Different modes include additional optional workshops (Rust et al. 2003), part of regular class (Hendry et al. 2012) and annotated online (Handley and Williams 2011) or offline resources (Bell et al. 2012).”
Moving feedback forward: theory to practice (2013, background): “Hendry, Bromberger, and Armstrong ( 2011 ) illustrate ways that exemplars can be used to act as constructive guidance on using different types of feedback and Handley and Williams ( 2011 ) discuss exemplars in terms of developing dialogue between tutors and students.”
Managing dialogic use of exemplars (2017, background): “A second challenge is that students often find it difficult to evaluate samples accurately until they are exposed to teacher thinking about the rationale for the grades awarded (Handley and Williams 2011).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “In another study, annotated exem-plars were posted on the LMS and although students reported finding the exemplars useful, they resisted the invitation to discuss online as they hesitated to reveal their thinking publicly (Handley and Williams 2011).”
Authentic assessment: creating a blueprint for course design (2018, background): “This will allow them to determine how their course will contribute to the graduation profile and ensure, through assessment, that students achieve the expected learning goals (Handley and Williams 2011).”
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).”
Review of assessment feedback (2014, result): “The findings of Hendry, Bromberger, and Armstrong’s (2011) study were similar to those of a small-scale survey study on exemplars conducted by Handley and Williams (2011)”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Once again, it was reported that not all learners engage with exemplar assignments (Baker & Zuvela, 2013) or evaluate them in the same way as an expert grader would (Handley & Williams, 2011).”