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Dialogic use of exemplars to develop student assessment literacy
David Carless & Kennedy ChanEARLI Assessment SIG,
Munich 26 August, 2016
The University of Hong Kong
Overview1. Exemplars: rationale and benefits
2. Challenges and how they might be tackled
3. A case study of practice
4. Implementation suggestions
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Student assessment literacy
• Understanding purposes of assessment
• Awareness of assessment processes
• Developing skills in making judgments(Smith et al., 2013)
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What are exemplars?
Samples used to illustrate dimensions of quality
Usually assignments from a previous cohort
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Why used?
Exemplars convey messages that nothing else can (Sadler, 2002)
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Promotes self-evaluation
Illustrate what good work looks like
Benchmark for comparison with own performance
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Benefits for students Gain experience in making judgments
Apply insights to own work & improve learning outcomes
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If seen as model answer
May reduce student creativity
May encourage unproductive copying
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Time issues
• Time in collecting them
• Time in seeking consent for use
• Time taken away from instruction
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Content vs learning?
Perhaps too much time spent teaching content, insufficient attention to learning processes
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Key assumption
The quality of dialogue about the exemplars is a crucial factor determining student learning
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Research question
What are the main features of a specific exemplars dialogue and how is it orchestrated?
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Context of the case study
Participants: • Trainee Science teachers • 9 student teachers• BEd/BSc double degree • Year 3
Teacher-researcher: Dr Kennedy Chan
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Data collection
• Classroom observation • Open-ended student survey• 2 focus group interviews• Interview with teacher-researcher• Teacher journal• Student artefacts: ‘exit slips’, assignments etc.
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Management of dialogue
1. Prior to class students analyzed two exemplars;2. Students discussed in pairs strengths &
weaknesses of exemplars; 3. Students elicited views from peers and made
mini-presentations; 4. Teacher-orchestrated dialogue; 5. Students submitted exit slip reflecting on the
process.
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Coding scheme
Identification of main teacher moves:- Eliciting student views- Summarizing student views- Elaborating student views
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Teacher views
• I want them to analyze the exemplars from individual, to peer to teacher-guided …. be exposed to divergent views and … have ample time to construct their own ideas. (Teacher journal entry)
• A good dialogue should involve student ideas … and a shared understanding about quality work. (Teacher interview)
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Student response
• Through discussion and interpretation, we really know the strength and weakness of our analysis and identify the criteria of a good reflective essay.
• Maybe he didn’t want to tell us directly but I think we need to be told what a good essay should be like.
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Implementation blueprint Assessment task
Students devise or work with criteria
for good task response
Two samples read before class
Peer
discussion Teacher-led dialogue
Student ownership of
insights
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Good Exemplars dialogue
• Airs multiple & divergent viewpoints • Shows linkages between peer talk & whole-
class discussion • Evidences development of student views • Makes explicit some key qualities of exemplars(Carless & Chan, 2016)
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Student judgment
Emphasis on the student role in making and sharing evaluative judgments as part of evolving assessment literacy
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