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.
CitationTo, 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
- Peer dialogue
- Teacher–student dialogue