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Managing dialogue around exemplars
David Carless, Masterclass
AHE Manchester,
June 28, 2017
http://davidcarless.edu.hku.hk/
Twitter: @CarlessDavid
The University of Hong Kong
Overview
1. Exemplars: rationale and benefits
2. Challenges and how they might be tackled
3. Managing dialogue
4. Implementation suggestions
The University of Hong Kong
Teaching Enhancement Project
Enhancing dialogic use of exemplars amongst 10 teachers in a Faculty of Education
The University of Hong Kong
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)
The University of Hong Kong
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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Hendry et al., (2012)
Students positive about exemplars
Balanced teacher-led discussion of exemplars as crucial
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Student views
Rubrics: vague, unclear and do teachers really use them?
Exemplars: useful & concrete; students want more of them
(Carless, 2015, 2017)
The University of Hong Kong
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‘Model answer syndrome’
May reduce student creativity
May lead to copying
(Handley & Williams,
2011)
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Scaffolded use of exemplars
Students work on assessment task prior to exposure to exemplars
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Scaffolding steps
Instructional sequences combining:
- Student work in progress;
- Interaction with peers and teachers;
- Analysis of exemplars.
(Carless et al., 2018)
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Time issues
• Collecting them
• Obtaining consent
• Time taken from instruction
• How many exemplars?
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Content vs process
Too much time spent teaching content, insufficient attention to learning processes
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It’s challenging!
Difficulties for students in evaluating exemplars accurately
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Have I addressed challenges satisfactorily?
Any other thoughts or queries?
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DIALOGIC USE OF EXEMPLARS
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Key assumption
The quality of dialogue about exemplars is crucial
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The University of Hong Kong
Research question
What are the main features of a specific exemplars dialogue and how is it orchestrated?
The University of Hong Kong
Context of the case
Participants:
• Trainee Science teachers
• BEd/BSc double degree
Teacher-researcher:
Dr Kennedy Chan
The University of Hong Kong
Data collection
• Classroom observation
• Open-ended student survey
• 2 focus group interviews
• Interview with teacher-researcher
• Teacher journal
• Student artefacts: ‘exit slips’, assignments etc.
The University of Hong Kong
Coding scheme
Main teacher moves:
- Eliciting student views
- Summarizing student views
- Elaborating student views
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Exemplars provided
2 high quality exemplars
– Same format (i.e. reflective essays) but different
content focus
– Design aimed at reducing ‘copying’
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Management of dialogue
1. Prior to class, students analyzed exemplars;
2. Students discussed exemplars in pairs;
3. Students elicited views from peers and made mini-presentations;
4. Teacher-orchestrated dialogue;
5. Students submitted exit slip of reflections.
The University of Hong Kong
Dilemmas
Students
constructing
notion of quality
VS
Telling students
about quality
Time for students
to talk with
peers
VS
Time for
developing shared
understandings
Exemplars as
guide
VS
Exemplars as
model
Using students’
voices
VS
Making
teacher’s voice
explicit
The University of Hong Kong
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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Implications
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Implementation blueprint
Assessment task
Students devise or engage with criteria
for good task response
Two samples read before class
Peer discussionTeacher-led
dialogueStudent ownership
of insights
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Exemplars & feedback
By developing capacities to make judgments,students are learning to decode feedback(Sadler, 2010)
Analysis of exemplars facilitates student uptakeof feedback (Carless et al., 2018; To & Carless,2016)
The University of Hong Kong
Engaging with quality
Student need to engage with what quality looks like and develop capacities in making judgments
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COMMENTS,
QUESTIONS
The University of Hong Kong
References
Carless, D. (2015). Excellence in University Assessment: learning from award-winning teachers. London: Routledge.
Carless, D. (2017). Students’ experiences of Assessment for Learning. In D. Carless, S. Bridges, C.K.W. Chan & R. Glofcheski (Eds.), Scaling up Assessment for learning in Higher Education. Singapore: Springer.
Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars. Assessment and Evaluation in Higher Education,http://dx.doi.org/10.1080/02602938.2016.1211246
Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work. London: Routledge.
Handley, K. & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment and Evaluation in Higher Education, 36(1), 95-108.
The University of Hong Kong
References
Hendry, G., Armstrong, S. & Bromberger, N. (2012). Implementing standards‐based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment and Evaluation in Higher Education, 37(2), 149-161.
Sadler, D. R. (2002). Ah! … So that’s ‘quality’. In P. Schwartz & G. Webb (Eds.), Assessment: Case Studies, Experience and Practice from Higher Education (p.130-136). London: Kogan Page.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535-550.
To, J. & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764.
The University of Hong Kong
The University of Hong Kong
The University of Hong Kong
Productive assessment task design
Appreciating the nature of quality work
Student engagement with feedback
Learning-oriented assessment framework
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