Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject

Abstract

Criteria and standards‐based assessment models are increasingly being adopted by universities as effective practice. However the promise of these models of assessment may not be realised unless teachers can find ways of making criteria and standards understandable to students. Exemplars or examples of previous students’ work of high and low quality can make criteria and standards concrete. Recent research has focussed on the use of exemplars to help students understand criteria and standards, and less emphasis has been given to exemplars simply as guides for students. This mixed methods study explores students’ perceptions of the usefulness of exemplars and different types of feedback for guiding them in completing assessments. A combination of engaging in marking and discussing exemplars, and receiving individualised and standards‐based feedback provides the most helpful guidance for students’ effective learning.

Keywords:

• criterion‐referenced
• standards‐based
• criteria
• standards
• exemplars
• assessment
• feedback
• student learning

Acknowledgements

We are very grateful to our colleagues at both campuses and all students who participated in our project.