Using peer and teacher-student exemplar dialogues to unpack assessment standards: Challenges and possibilities

Jessica TO, Yiqi LIU

Research output: Contribution to journalArticles

7 Citations (Scopus)

Abstract

Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher–student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secondary students, a critical friend and a teacher-researcher. Data analysis on selected dialogue excerpts, an open-ended survey, focus group interviews with the students, critical friend's commentary and a teacher-researcher reflective journal indicated two major issues: (i) students' lack of capacities to resolve socio-cognitive conflict in the peer dialogue; (ii) the dilemma of addressing students' immediate assessment needs and developing their long-term evaluative judgements in the teacher–student dialogue. Recommendations are made to tackle the challenges and to orchestrate productive exemplar dialogues. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)449-460
JournalAssessment and Evaluation in Higher Education
Volume43
Issue number3
Early online dateJul 2017
DOIs
Publication statusPublished - 2018

Citation

To, J., & Liu, Y. (2018). Using peer and teacher-student exemplar dialogues to unpack assessment standards: Challenges and possibilities. Assessment and Evaluation in Higher Education, 43(3), 449-460. doi: 10.1080/02602938.2017.1356907

Keywords

  • Exemplars
  • Peer dialogue
  • Teacher–student dialogue
  • Challenges

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