Use multiple exemplars with scaffolded discussion rather than mere provision, balancing teacher guidance against student co-construction¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper recommends providing multiple, different exemplars discussed with peers and teachers to uncover the range of quality indicators, rather than merely uploading exemplars with little discussion. It draws on Orsmond et al. (2002), who found discussion of a range of exemplars without revelation of grades aided understanding of quality, and To and Carless's dialogic approach, while noting teachers may need to reserve their own evaluative judgement so students co-construct understandings of quality.

Design Implications¶

Context¶

Requirements¶

• Exemplars require commentary for students to use them to full advantage; tasks should be authentic so exemplars represent quality broadly in the discipline

Constraints¶

• Students have been shown to value teacher explanation more than their own interactions with exemplars, so a delicate balance of scaffolding without explicit telling is needed

Target Learners¶

• higher education students

Target Learning Goals¶

• noticing and articulating quality indicators in disciplinary work

Affordances¶

• Evaluative Judgement Capability Definition

Claims¶

• Very little empirical work exists on the effectiveness of strategies for developing students' evaluative judgement [~W]

Related Strategies¶

• Use Rubrics And Exemplars
• Collaborative Creation of Exemplars

Examples¶

-

Key Sources¶

• Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76, 467–481. https://doi.org/10.1007/s10734-017-0220-3