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

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References

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2004Know what I mean? Enhancing student understanding of assessment standards and criteria

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300 cited

Cited by

2012Review of assessment feedback154 cited
2016Managing dialogic use of exemplars151 cited
2019Improving the student learning experience through dialogic feed-forward assessment147 cited
2013Journal of University Teaching & Learning Practice141 cited
2015Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies101 cited
2012Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars95 cited
2019Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria85 cited
2011Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching79 cited
2015The role of e‐portfolios in supporting productive learning78 cited
2012The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates67 cited
2018Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation67 cited
2012Feed-forward assessment, exemplars and peer marking: evidence of efficacy66 cited
2020Reporting Writing Process Feedback in the Classroom. Using Keystroke Logging Data to Reflect on Writing Processes65 cited
2017First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation65 cited
2016Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education62 cited
2015Speaking self-assessment: Mismatches between learners’ and teachers’ criteria59 cited