The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment

Orsmond, Paul; Merry, Stephen; Reiling, Kevin

doi:10.1080/0260293022000001337

Cited by 211 publications

(142 citation statements)

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“…As discussed in the literature review, there is some evidence (Orsmond et al, 2002) that signalling to students what they had to produce did not necessarily help them know how to do it. There is also some evidence of that in this study in that there was no consistent relationship between the students' capacity to mark others and their own grade for the assignment.…”

Section: Impact On Future Behaviourmentioning

confidence: 99%

“…However, despite assertions by Purchase (2000) that peer-assessment requires specific criteria that students understand, research by Orsmond et al (1996Orsmond et al ( , 2000Orsmond et al ( , 2002 and Rust (2002) indicates that even where there were both written and verbal Marking peer assessment 723 briefings, students still differed in their understanding of some criteria in comparison with both their peers and their tutors.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Bloxham

West

2004

Assessment & Evaluation in Higher Education

153

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Section: Impact On Future Behaviourmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Bloxham

West

2004

Assessment & Evaluation in Higher Education

153

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“…Bref, la formation des élèves en tant que juges de leurs résultats exerce une influence déterminante sur leur apprentissage du processus même de l'évaluation. Orsmond, Merry et Reiling (2002) ont démontré que l'utilisation de critères de correction conjointement avec des copies types a pour effet d'accroître le degré d'accord entre le tuteur et l'étudiant. Ce résultat diffère d'une recherche précédente d 'Orsmond, Merry et Reiling (2000) alors que la discussion des critères, sans utilisation de copies types, n'avait eu aucun effet sur le degré d'accord tuteur-étudiant.…”

Section: Dany Laveault Et Carol Milesunclassified

Utilité des échelles descriptives et différences individuelles dans l’autoévaluation de l’écrit

Laveault

Miles

2014

mee

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Cette recherche porte sur les différences individuelles entre élèves lorsque ceuxci utilisent des échelles descriptives pour évaluer une production complexe. Plus précisément, elle a cherché à déterminer quelles caractéristiques du jugement de l’élève, pour ce qui est de la précision, de la sévérité et de la confiance, affectent leur rendement en écriture. La précision du jugement s’est avérée le meilleur prédicteur du rendement en écriture. Des différences importantes quant à l’habileté avec laquelle les élèves des groupes talentueux, doués ou en difficulté d’apprentissage utilisent les échelles descriptives ont également été observées. Même si les filles obtiennent de meilleures notes que les garçons à l’écrit, les différences entre les deux groupes quant à la précision, à la sévérité et à la confiance du jugement ne sont pas significatives. La comparaison des groupes francophone et anglophone au moyen des régressions multiples séparées indique que la compréhension des échelles descriptives contribue de la même manière au rendement en écriture dans chacun des groupes. Le degré de confiance, toutefois, s’est révélé significativement plus bas chez les francophones. Il n’y pas eu d’amélioration significative dans la capacité à évaluer des textes écrits entre la 5e et la 8e année. La recherche conclut en soulignant l’importance des dimensions socioaffectives du jugement de l’élève dans l’utilisation d’échelles descriptives.The purpose of this research was to study individual differences among students using rating scales (“rubrics”) to assess a complex performance. More precisely, we tried to determine which characteristics of a student’s judgment in terms of accuracy, severity and confidence have an impact on writing achievement. Accuracy was found to be the best predictor of writing achievement. Several important differences in the students’ ability to use rating scales were found among students with learning difficulties, gifted and talented students. Despite the fact that girls usually had better marks in writing, no differences were found between boys and girls as far as accuracy, severity and confidence were concerned. Multiple regressions on francophone and anglophone students’ results indicated that rating scales contributed in the same way to writing achievement in both groups. Degree of confidence in one’s assessment of a peer’s writing was significantly lower among francophones. No significant improvement in judgment accuracy was found from grade 5 to grade 8. The research concludes by stressing the importance of socio-affective aspects of a student’s judgment in the use of rating scales.Esta investigação incide nas diferenças individuais entre alunos quando estes utilizam escalas descritivas para avaliar uma produção complexa. Mais precisamente, procurou determinar quais as categorias do juízo do aluno, em termos de precisão, de severidade e de confiança, que afectam o seu rendimento na escrita. A precisão do juízo revelou-se o melhor indicador de rendimento, na escrita. Observaram-se, também, diferença...

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“…These skills are essential for successful lifelong learners (Boud and Falchikov 2007), and will be discussed separately. With regard to the identification of relevant performance criteria, it is not useful to ask students to do this right from the beginning of a study programme, because it can easily lead students to focus on aspects that are irrelevant for the task at hand (Orsmond, Merry, and Reiling 2002). If students need to learn to identify relevant criteria, teachers should gradually hand over this task to their students.…”

Section: Self-assessment Of Performance and Learningmentioning

confidence: 99%

“…That is, the examples should be process oriented and explain why particular performances yield desired results (Van Gog, Paas, and Van Merriënboer 2008). Orsmond, Merry, and Reiling (2002) found in an empirical study with firstyear Environmental Sciences and Applied Biology undergraduates that the use of exemplars in producing a poster helped students to understand the marking criteria and standards, led to higher learning outcomes, and helped to provide meaningful feedback. However, the exemplars used in this study were only final products and were not process oriented.…”

Section: Self-assessment Of Performance and Learningmentioning

confidence: 99%

Towards an integrated model for developing sustainable assessment skills

Fastré

Klink

Sluijsmans

et al. 2013

Assessment & Evaluation in Higher Education

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Fastré, G. M. J., Van der Klink, M. R., Sluijsmans, D., & Van Merriënboer, J. J. G. (2013). Towards an integrated model for developing sustainable assessment skills. Assessment and Evaluation in Higher Education, 38(5), 611-630. doi:10.1080/02602938.2012.674484This article presents an integrated model for developing sustainable assessment skills: conditions, elements of sustainable assessment and instructional methods conducive for mastering sustainable assessment.This study was sponsored by ROC A12 a Dutch school for secondary vocational educatio

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The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment

Cited by 211 publications

References 0 publications

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Utilité des échelles descriptives et différences individuelles dans l’autoévaluation de l’écrit

Towards an integrated model for developing sustainable assessment skills

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