The document discusses using exemplars to develop student assessment literacy. It describes how exemplars can illustrate dimensions of quality and promote self-evaluation by showing students what good work looks like. However, exemplars may reduce creativity if seen as model answers or encourage copying. The study examines how a teacher orchestrates dialogue about exemplars with students. The teacher had students analyze exemplars in pairs, present their views to peers, and participate in teacher-led dialogue. Findings showed the dialogue helped students understand strengths and weaknesses in their analysis and identify criteria for good work. The implications are that exemplar dialogues should incorporate multiple views and show how student views develop to improve assessment literacy.

1. Dialogic use of exemplars to
develop student assessment
literacy
David Carless & Kennedy Chan
EARLI Assessment SIG,
Munich 26 August, 2016
The University of Hong Kong

2. Overview
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3. Student assessment literacy
• Understanding purposes of assessment
• Awareness of assessment processes
• Developing skills in making judgments
(Smith et al., 2013)
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4. What are exemplars?
Samples used to illustrate dimensions of quality
Usually assignments from a previous cohort
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5. Why used?
Exemplars convey messages
that nothing else can (Sadler,
2002)
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6. Promotes self-evaluation
Illustrate what good
work looks like
Benchmark for
comparison with
own performance
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7. Benefits for students
Gain experience in making
judgments
Apply insights to own work &
improve learning outcomes
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8. The University of Hong Kong

9. If seen as model answer
May reduce student
creativity
May encourage
unproductive copying
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10. Time issues
• Time in collecting them
• Time in seeking consent
for use
• Time taken away from
instruction
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11. Content vs learning?
Perhaps too much time spent teaching content,
insufficient attention to learning processes
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12. Key assumption
The quality of dialogue about the exemplars is a
crucial factor determining student learning
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13. The University of Hong Kong

14. Research question
What are the main features of a specific
exemplars dialogue and how is it orchestrated?
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15. 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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16. 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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17. FINDINGS
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18. 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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19. Coding scheme
Identification of main teacher moves:
- Eliciting student views
- Summarizing student views
- Elaborating student views
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20. 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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21. 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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22. Implications
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23. 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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24. 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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25. Student judgment
Emphasis on the student role in making and
sharing evaluative judgments as part of evolving
assessment literacy
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26. COMMENTS,
QUESTIONS
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