Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching

Assessment and Evaluation in Higher Education

Volumn 37, Issue 2, 2012, Pages 149-161

  Hendry, Graham D ^a   Armstrong, Susan ^b   Bromberger, Nikki ^b  

^a UNIVERSITY OF SYDNEY   (Australia)

^b UNIVERSITY OF WESTERN SYDNEY   (Australia)

Author keywords

effective teaching; exemplars; standards; standards based; student learning

Indexed keywords

EID: 84863310936     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2010.515014     Document Type: Article

References (22)

1. Andrade, G.H. 2001. The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4) http://cie.ed.asu.edu/volume4/number4/
2. Armstrong, S., Chan, S., Malfroy, J. and Thomson, R. 2008. Assessment guide: Implementing criteria and standards-based assessment, Penrith: University of Western Sydney.
3. Carless, D. 2006. Differing perceptions in the feedback process. Studies in Higher Education, 31(2): 219-33.
4. Carless, D., Joughin, G. and Liu, N. 2006. How assessment supports learning: Learning-oriented assessment in action, Aberdeen: Hong Kong University Press.
5. Field, A. 2009. Discovering statistics using SPSS., 3rd ed., London: Sage.
6. Green, R. and Bowser, M. 2006. Observations from the field. Journal of Library Administration, 45(1): 185-202.
7. Haggis, T. 2006. Pedagogies for diversity: Retaining critical challenge amidst fears of 'dumbing down'. Studies in Higher Education, 31(5): 521-35.
8. Hammer, S. 2007. Demonstrating quality outcomes in learning and teaching: Examining 'best practice' in the use of criterion-referenced assessment. International Journal of Pedagogies & Learning, 31(1): 50-8.
9. Handley, K. and Williams, L. 2009. From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, http://www.informaworld.com/smpp/content~db=all~content=a915632210~frm=titlelink?words=copying/learning&hash=1654095047 doi:10.1080/02602930903201669
10. Hendry, G.D., Bromberger, N. and Armstrong, S. 2009. Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education, http://www.informaworld.com/smpp/content~db=all~content=a914580928~frm=titlelink?words=usefulness/exemplars&hash=3856849806 doi:10.1080/02602930903128904
11. Johnson, R.B. and Onwuegbuzie, A.J. 2004. Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7): 14-26.
12. Morgan, D.L. and Krueger, R.A. 1998. The focus group kit, Thousand Oaks, CA: Sage.
13. O'Donovan, B., Price, M. and Rust, C. 2004. Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3): 325-35.
14. Reddy, Y.M. and Andrade, H. 2010. A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4): 435-48.
15. Rust, C., Price, M. and O'Donovan, B. 2003. Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2): 147-64.
16. Sadler, R.D. 1987. Specifying and promulgating achievement standards. Oxford Review of Education, 13(2): 191-209.
17. Sadler, R.D. 1989. Formative assessment and the design of instructional systems. Instructional Science, 18: 119-44.
18. Sadler, R.D. 2005. Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2): 175-94.
19. Tan, K.H.K. and Prosser, M. 2004. Qualitatively different ways of differentiating student achievement: A phenomenographic study of academics' conceptions of grade descriptors. Assessment & Evaluation in Higher Education, 29(3): 267-82.
20. Vygotsky, L.S. 1978. Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
21. Watkins, D., Dahlin, B. and Ekholm, M. 2005. Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers. Instructional Science, 33: 283-309.
22. Wingate, U. 2007. A framework for transition: Supporting 'Learning to Learn' in higher education. Higher Education Quarterly, 61(3): 391-405.