{"id":211,"date":"2018-08-06T15:20:01","date_gmt":"2018-08-06T15:20:01","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=211"},"modified":"2019-08-05T12:46:17","modified_gmt":"2019-08-05T12:46:17","slug":"exemplars","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/exemplars\/","title":{"rendered":"Exemplars"},"content":{"rendered":"

“Assessment dialogues can help students to clarify \u2018the rules of the game\u2019, the assumptions known to lecturers but less transparent to students” (Carless 2006: 24).<\/p><\/blockquote>\n

What is it? <\/strong><\/h2>\n

This is not an assessment itself but a means of fostering the skills of self-evaluation and clarifying standards of performance<\/strong> so students can close the gap between desired and current performance (Nicol and McFarlane Dick, 2006)<\/a>. Sadler (2010)<\/a> states that \u2018telling\u2019 students standards through feedback comments, or just providing them with criteria on a VLE is not sufficient to help them fully conceptualise strong or weak performance.<\/p>\n

Students are given examples of past assignments, exam questions, coursework, presentations, videos of performance etc, and then apply the assignment criteria to the exemplars.\u00a0<\/strong> The resulting discussion then facilitates understanding of criteria in a concrete way, using examples to clarify students\u2019 understanding of more abstract concepts such as critical thinking and analysis.<\/p>\n

\"\"Note:<\/strong> exemplars and \u2018model answers\u2019 are not the same thing and should be used in a different way. Model answers are more contentious as they are thought to facilitate surface learning through emulation and even encourage plagiarism, although in some disciplines where a fixed answer is required they are used uncontroversially.<\/em><\/p>\n

 <\/p>\n

Why would I use it?<\/strong><\/h3>\n

There are many benefits of using exemplars:<\/p>\n