From copying to learning: using exemplars to engage students with assessment criteria and feedback

Abstract

Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students exemplar assignments annotated with feedback before submission of their final assignments. This was done by providing an online facility where students could view exemplars and post comments or questions to tutors and peers on a discussion board. The exemplar facility was highly valued by students, although there were no quantitative effects such as an increase in students’ assignment marks when compared with the previous cohort. The article reflects on possible reasons for this result and discusses ways to improve the exemplar facility, for example by facilitating dialogue between tutors and students. The article concludes with lessons learned about how to construct exemplars, and considers how exemplars might also be used within marking teams to improve consistency of marking.

Keywords:

• feedback
• exemplars
• assessment criteria
• e‐learning

Acknowledgements

The authors are grateful to their colleague, Berry O’Donovan, and to anonymous reviewers, who commented on an earlier draft of this paper.

Notes

1. FDTL 144/03 – HEA Project financed under the Fund for the Development of Teaching and Learning.