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ERIC Number: EJ1130479
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1755-1382
EISSN: N/A
Show AND Tell: Using Peer Assessment and Exemplars to Help Students Understand Quality in Assessment
Kean, Jenny
Practitioner Research in Higher Education, v6 n2 p83-94 2012
The importance of formative assessment has been widely evidenced; but it has also been shown to be under threat in a higher education world of shrinking finances, increasing student numbers and decreasing student/staff ratios. How is all this formative assessment to be carried out and marked? And at the same time, how is the concept of "quality" to be conveyed to the students? D. Royce Sadler has written about the value of using exemplars as a means of "showing" what quality is; this article explores the use of exemplars alongside peer assessment as part of a mixed approach to formative assessment, and provides evaluation and feedback from the first-year students involved. It reinforces Sadler's own conclusion that exemplars can convey messages in a way that nothing else can, and suggests that a mixed approach to formative assessment--involving peer as well as tutor marking, together with the use of exemplars--could provide both an effective and efficient way forward.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A