Show AND tell: using peer assessment and exemplars to help students understand quality in assessment

Keywords

Formative assessment, TUTOR, Peer assessment, Quality (philosophy), Nothing

References

• From copying to learning: using exemplars to engage students with assessment criteria and feedbackKaren Handley, Lindsay A. Williams — 2011
• A Model of Formative Assessment in Science EducationBronwen Cowie, Beverley Bell — 1999
• Formative Assessment and its Relevance to RetentionMantz Yorke — 2001
• Perils in the meticulous specification of goals and assessment criteriaD. Royce Sadler — 2007
• Feedback : all that effort, but what is the effect?Margaret Price, Karen Handley, Jill Millar — 2010
• Indeterminacy in the use of preset criteria for assessment and gradingD. Royce Sadler — 2009
• Conditions Under Which Assessment Supports Students’ LearningGraham Gibbs, Claire Simpson — 2005
• Specifying and Promulgating Achievement StandardsD. Royce Sadler — 1987
• Formative assessment and self‐regulated learning: a model and seven principles of good feedback practiceDavid Nicol, Debra Macfarlane‐Dick — 2006
• Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1Harry Torrance — 2007
• Peer and self‐assessment in the first year of universityDuncan David Nulty — 2011
• Generating dialogue in assessment feedback: exploring the use of interactive cover sheetsSue Bloxham, Liz Campbell — 2010
• Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subjectGraham D. Hendry, Nikki Bromberger, Susan Armstrong — 2011
• Using Assessment to Support Student LearningGraham Gibbs — 2010
• Reframing assessment as if learning were importantD. Boud — 2007
• Ah!...So that's 'quality'Royce Sadler — 2002
• Transforming Holistic Assessment and Grading into a Vehicle for Complex LearningD. Sadler — 2009

Cited by

• Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education?Peter Grainger, Deborah Heck, Michael Carey — 2018
• Is there a correlation between providing exemplars and a change in student marks? A report on a longitudinal study designed to answer this questionDavid Newlyn — 2017
• When rubrics aren’t enough: Exploring exemplars and student rubric co-constructionRuth Bacchus, Emma Colvin, Elizabeth Knight — 2020
• A systematic literature review of student evaluation of peer exemplars and implications for design, Technology, and Engineering LearningScott Thorne, Nathan Mentzer, Scott Bartholomew — 2024
• Editorial: Transparency in Assessment—Exploring the Influence of Explicit Assessment CriteriaAnders Jönsson, F. Prins — 2019
• Haven't a Clue: Guiding Undergraduates through a Literature ReviewMark Miller — 2015

Related papers

• Formative assessment in health professional education.Fawaz S Alotaibi — 2014
• EduMiner: Using text mining for automatic formative assessmentJung‐Lung Hsu, Huey‐Wen Chou, Hsiu‐Hua Chang — 2011
• Can Online Peer Assessment be Trusted?L'hadi Bouzidi, Alain Jaillet — 2009
• The Formative Assessment of College English Learning Aided by Visual AnalyticsShuli Zhao, Aiping Chen — 2017
• When Assessment Impedes Student Learning: Analyzing the Consequential Validity of Our Assessment SystemsLindsey P. Gustafson — 2018
• What is the role for ICT-based assessment in universities?Caroline Gipps — 2005
• Peer Evaluation as an Active Learning TechniqueNancy Reese-Durham — 2005
• Using an online formative assessment framework to enhance student engagement: a learning outcomes approachArlène Hunter — 2007
• Linking assessment with learner successMark Schofield, John Bostock — 2014