Show AND tell: using peer assessment and exemplars to help students understand quality in assessment

Kean, Jenny (2012) Show AND tell: using peer assessment and exemplars to help students understand quality in assessment. Practitioner Research in Higher Education, 6 (2). pp. 83-94.

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Abstract

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.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Jenny Kean, Leeds Metropolitan University, UK.
Depositing User:	Linda Shore
Date Deposited:	13 Dec 2012 11:05
Last Modified:	12 Jan 2024 11:15
URI:	https://insight.cumbria.ac.uk/id/eprint/1424

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