Salient Features of India constitution especially power and functions
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AHE Exemplars
1. Managing dialogue around
exemplars
David Carless, Masterclass
AHE Manchester,
June 28, 2017
http://davidcarless.edu.hku.hk/
Twitter: @CarlessDavid
The University of Hong Kong
2. Overview
1. Exemplars: rationale and benefits
2. Challenges and how they might be
tackled
3. Managing dialogue
4. Implementation suggestions
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7. Benefits for students
Gain experience in making
judgments
Apply insights to own work &
improve learning outcomes
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8. Hendry et al., (2012)
Students positive about exemplars
Balanced teacher-led discussion of exemplars as
crucial
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9. Student views
Rubrics: vague, unclear and do teachers
really use them?
Exemplars: useful & concrete; students
want more of them
(Carless, 2015, 2017)
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12. âModel answer syndromeâ
May reduce student
creativity
May lead to copying
(Handley & Williams,
2011)
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13. Scaffolded use of exemplars
Students work on assessment task prior to
exposure to exemplars
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14. Scaffolding steps
Instructional sequences combining:
- Student work in progress;
- Interaction with peers and teachers;
- Analysis of exemplars.
(Carless et al., 2018)
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15. Time issues
âą Collecting them
âą Obtaining consent
âą Time taken from
instruction
âą How many exemplars?
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16. Content vs process
Too much time spent teaching content,
insufficient attention to learning processes
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22. Research question
What are the main features of a specific
exemplars dialogue and how is it orchestrated?
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23. Context of the case
Participants:
âą Trainee Science teachers
âą BEd/BSc double degree
Teacher-researcher:
Dr Kennedy Chan
The University of Hong Kong
24. Data collection
âą Classroom observation
âą Open-ended student survey
âą 2 focus group interviews
âą Interview with teacher-researcher
âą Teacher journal
âą Student artefacts: âexit slipsâ, assignments etc.
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25. Coding scheme
Main teacher moves:
- Eliciting student views
- Summarizing student views
- Elaborating student views
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26. Exemplars provided
2 high quality exemplars
â Same format (i.e. reflective essays) but different
content focus
â Design aimed at reducing âcopyingâ
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27. Management of dialogue
1. Prior to class, students analyzed exemplars;
2. Students discussed exemplars in pairs;
3. Students elicited views from peers and made
mini-presentations;
4. Teacher-orchestrated dialogue;
5. Students submitted exit slip of reflections.
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28. Dilemmas
Students
constructing
notion of quality
VS
Telling students
about quality
ï Time for students
to talk with
peers
VS
Time for
developing shared
understandings
ï
Exemplars as
guide
VS
Exemplars as
model
ïUsing studentsâ
voices
VS
Making
teacherâs voice
explicit
ï
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29. Good Exemplars dialogue
âą Airs multiple & divergent viewpoints
âą Shows linkages between peer talk & whole-
class discussion
âą Evidences development of student views
âą Makes explicit some key qualities of exemplars
(Carless & Chan, 2016)
The University of Hong Kong
31. Implementation blueprint
Assessment task
Students devise or
engage with criteria
for good task
response
Two samples read
before class
Peer discussion
Teacher-led
dialogue
Student ownership
of insights
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32. Exemplars & feedback
By developing capacities to make judgments,
students are learning to decode feedback
(Sadler, 2010)
Analysis of exemplars facilitates student uptake
of feedback (Carless et al., 2018; To & Carless,
2016)
The University of Hong Kong
33. Engaging with quality
Student need to engage with what quality looks
like and develop capacities in making judgments
The University of Hong Kong
35. References
Carless, D. (2015). Excellence in University Assessment: learning from award-
winning teachers. London: Routledge.
Carless, D. (2017). Studentsâ experiences of Assessment for Learning. In D.
Carless, S. Bridges, C.K.W. Chan & R. Glofcheski (Eds.), Scaling up
Assessment for learning in Higher Education. Singapore: Springer.
Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars.
Assessment and Evaluation in Higher Education,
http://dx.doi.org/10.1080/02602938.2016.1211246
Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing
studentsâ capacities for evaluative judgement through analysing
exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing
Evaluative Judgement in Higher Education: Assessment for knowing and
producing quality work. London: Routledge.
Handley, K. & Williams, L. (2011). From copying to learning: Using exemplars
to engage students with assessment criteria and feedback. Assessment
and Evaluation in Higher Education, 36(1), 95-108.
The University of Hong Kong
36. References
Hendry, G., Armstrong, S. & Bromberger, N. (2012). Implementing
standardsâbased assessment effectively: Incorporating discussion
of exemplars into classroom teaching. Assessment and Evaluation
in Higher Education, 37(2), 149-161.
Sadler, D. R. (2002). Ah! ⊠So thatâs âqualityâ. In P. Schwartz & G. Webb
(Eds.), Assessment: Case Studies, Experience and Practice from
Higher Education (p.130-136). London: Kogan Page.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in
complex appraisal. Assessment and Evaluation in Higher Education,
35(5), 535-550.
To, J. & Carless, D. (2016). Making productive use of exemplars: Peer
discussion and teacher guidance for positive transfer of strategies.
Journal of Further and Higher Education, 40(6), 746-764.
The University of Hong Kong
38. The University of Hong Kong
Productive assessment
task design
Appreciating the nature of
quality work
Student engagement
with feedback
Learning-oriented assessment framework
1. Exemplars: rationale and benefits
2. Challenges and how they might be tackled
3. A case study of practice
4. Implementation suggestions
Essay
Students brainstorm criteria for what a good answer to the task might look like
No. of samples? 2
Peer discussion
Teacher scaffolding
Student ownership