Managing dialogic use of exemplars

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What makes for effective feedback: staff and student perspectives (2019, background): “…peer feedback, exemplars and feedback moderation are concepts or practices that are regarded as holding merit by researchers (Liu and Carless 2006; Carless and Chan 2016; Broadbent, Panadero, and Boud 2018; Tai et al. forthcoming), but either weren’t noticed, experienced or prioritised as most…”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Exemplars carry potential to enable students to understand how academic judgments are made, discern different levels of quality and decode feedback messages (Carless and Chan 2017).”
Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “The alternative proposed definition is feedback in which the student plays an active and central role (Carless and Chan 2016) with clear implications for the students’ self-regulated learning.”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “Exemplars are carefully chosen samples of student work which are used to illustrate dimensions of quality and clarify assessment expectations (Carless and Chan 2017).”