No longer exempt from good practice: using exemplars to close the feedback gap for exams

Scoles, Jenny; Huxham, Mark; McArthur, Jan

doi:10.1080/02602938.2012.674485

Cited by 38 publications

(29 citation statements)

References 19 publications

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“…It is therefore unfortunate, to say the least, that there is also a considerable body of research evidence that suggests this is the part of the assessment cycle that, as a sector, we generally appear to be worst at delivering, with little practical evidence of any impact on student learning (Carless et al 2011;Higgins 2000;Perara et al 2008;Price et al 2010;Scoles, Huxham, and McArthur 2012); despite an increasing emphasis on feedback in higher education learning and teaching strategies (Brown 2010). Whilst there is evidence that students both appreciate and want good feedback (Higgins, Hartley, and Skelton 2002; O'Donovan, Price, and Rust 2001), many report that they don't find the feedback helpful (Maclellan 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Whilst there is evidence that students both appreciate and want good feedback (Higgins, Hartley, and Skelton 2002; O'Donovan, Price, and Rust 2001), many report that they don't find the feedback helpful (Maclellan 2001). Perhaps this is not surprising if they find it vague (Higgins 2000;Weaver 2006) and either don't understand it (Lea and Street1998) or misunderstand it (Carless 2006;Scoles, Huxham, and McArthur 2012). It would also explain why students often don't even bother to read it (Hounsell 1987).…”

Section: Introductionmentioning

confidence: 99%

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A scholarly approach to solving the feedback dilemma in practice

O'Donovan

Rust

Price

2015

Assessment & Evaluation in Higher Education

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It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A scholarly approach to solving the feedback dilemma in practice

O'Donovan

Rust

Price

2015

Assessment & Evaluation in Higher Education

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“…According to Hendry (2013) one-way after-task feedback is not effective. In a similar vein, Scoles et al (2013) and Wimshurst and Manning (2013) proposed the feedback emphasis be moved to "feedforward" through the provision of exemplars when introducing tasks. This proposal was supported by their quantitative findings which found students who accessed exemplars scored better than those who did not.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hence, they also serve not only to improve student outcomes on a task, but they also act as a self-evaluation tool that encourages students to make their own informed judgments (Carless, 2015) about the nature of quality. Similarly, Scoles et al (2013), Hawe et al (2017), and Carter et al (2018) refer to the self-regulatory nature of exemplars as a "feedforward" mechanism supporting students when writing academically. These researchers also noted the impact of exemplars on motivation, self-efficacy, and self-monitoring, in addition to their positive impact on understanding task requirements and the structure of academic tasks, support, and advancement of subject knowledge.…”

Section: Introductionmentioning

confidence: 99%

Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education?

2018

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Assessment exemplars are a tool to guide students to what is valued by assessors in a specific assessment task, in short, as examples which illustrate, typically, dimensions of quality. Often high-quality exemplars are provided in formative assessment contexts to develop self-regulated learning. We were interested in researching the perceived efficacy and impact of a variety of assessment exemplars, ranging from low to high quality, in teacher education courses at a regional university. More specifically, this research explores student perceptions of how assessment exemplars support the development of phases and signposts for self-regulated learning. We surveyed 72 students and found that students accessed exemplars regularly and found them useful in providing detailed guidance that went beyond the descriptions of assessment tasks found in course outlines and assessment rubrics. They valued various types of exemplars, a range of quality, and the inclusion of annotated and unannotated versions of exemplars. We identified four key themes from the analysis: assessment exemplars as guides, supplements, starting points, and standards for comparison. Our results support the provision of exemplars as a tool to build student self-regulation in three phases and their contribution to the four signposts on the path from social to independent self-regulatory practice (Zimmerman and Kitsantas, 2014).

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“…Orsmond et al [11] observe the current expansion of research on feedback to "consider not only methods by which tutors may enhance their feedback practices, but has also began to consider students perceptions of feedback and their use (emphasis mine) of feedback" (Page 5). Likewise, Hounsell et al [12] and Scoles et al [13] emphasize the value of feedback to students as focusing on what the students can do (or aim to do) with the feedback in their next or future assignments. Such an emphasis is known and labeled by some as "feedforward"-the notion of effective learning from feedback whereby teacher's feedback is utilised by the students to inform their efforts in future assessments.…”

Section: The Minimal Need For Assessment Design For Feedbackmentioning

confidence: 99%

A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap

Tan¹

2013

ISRN Education

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Three recurring emphases in the literature on formative assessment are (a) the importance of assessment design in prompting and sustaining students' learning, (b) giving students feedback that enables them to improve their work, and (c) clarity of standards to articulate the gap between past and desired performances. Much has been written on how each of these is important in designing and using assessment for learning. But there is considerably less attention (if any) on how these emphases should confluence each other. In this paper, I propose a framework for assessment for learning (AfL) wherein assessment standards (vertical axis), task design (horizontal axis) and feedback practices (incline) form a "triangle of practices" that construct the "space" for enhancing learning. Implications for formative assessment to extend learning beyond its triangulated frame are discussed.

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No longer exempt from good practice: using exemplars to close the feedback gap for exams

Cited by 38 publications

References 19 publications

A scholarly approach to solving the feedback dilemma in practice

A scholarly approach to solving the feedback dilemma in practice

Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education?

A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap

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