No longer exempt from good practice
Using exemplars to close the feedback gap for exams
Bibliographic Data
| ID | 19379366 |
|---|---|
| Authors | Jenny Scoles (University of Stirling, corresponding author), Mark Huxham (0000-0001-7877-6675, Edinburgh Napier University), Jan Mcarthur (0000-0002-9672-4809, University of Edinburgh) |
| Year | 2013 |
| Volume | 38 |
| Issue | 6 |
| Pages | 631-645 |
| Publication date | 2013-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2012.674485 |
| OpenAlex | W2095154237 |
| Language | EN |
| Citations received | 16 |
| References cited | 20 |
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other types of assessment. We suggest a solution to providing timely, effective feedback for end of course examinations is to move the feedback emphasis to ‘feedforward’ by implementing exemplars (examples of real students’ work, generally of different qualities). This study adopts a mixed-methods approach to investigate whether there was a relationship between student use of exemplars before the exam and the final exam grade achieved (n = 520), and to explore students’ and lecturers’ perspectives about the effectiveness of and engagement with exemplars. Quantitative findings suggested that those students who accessed exemplars did score better in their exams than those that did not. Qualitative data revealed that exemplars were received positively by students and lecturers, and we use this to provide practical suggestions on exemplar good practice
Higher education · Mathematics education · Medical education · Pedagogy · Qualitative research · Sociology · Evaluation of Teaching Practices · Medicine · Psychology · Student Assessment and Feedback
A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach
Mapping the research on pedagogies with international students in the UK
Providing web-based feedback in distance language education
Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners
From fixing the work to improving the learner
The development of student feedback literacy
Feedforward practices
Beyond open book versus closed book
The use of exemplars in English writing classrooms
Approaches to feedback on examination performance
Implementing summative assessment with a formative flavour
A scholarly approach to solving the feedback dilemma in practice
A systematic review of the educational uses and effects of exemplars
Clarity, consistency and communication
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education
Can dialogue help to improve feedback on examinations
The Culture of Education
Formative assessment in higher education
Know what I mean? Enhancing student understanding of assessment standards and criteria
Formative assessment and the design of instructional systems
Social Research
Trust, distrust and their impact on assessment reform
Beyond feedback
From copying to learning
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Interpretations of criteria‐based assessment and grading in higher education
Constructive guidance and feedback for learning
The Use of Student Derived Marking Criteria in Peer and Self-assessment
Assessment
The Role of Assessment in a Learning Culture
Mixed Methods Research
Specifying and Promulgating Achievement Standards
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
The Conscientious Consumer
| Unique citing works | 16 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |