TY - JOUR
T1 - Using peer and teacher-student exemplar dialogues to unpack assessment standards
T2 - Challenges and possibilities
AU - To, Jessica
AU - Liu, Yiqi
N1 - Publisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/7/29
Y1 - 2018/7/29
N2 - Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher– student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secondary students, a critical friend and a teacher-researcher. Data analysis on selected dialogue excerpts, an open-ended survey, focus group interviews with the students, critical friend’s commentary and a teacher-researcher reflective journal indicated two major issues: (i) students’ lack of capacities to resolve socio-cognitive conflict in the peer dialogue; (ii) the dilemma of addressing students’ immediate assessment needs and developing their long-term evaluative judgements in the teacher–student dialogue. Recommendations are made to tackle the challenges and to orchestrate productive exemplar dialogues.
AB - Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher– student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secondary students, a critical friend and a teacher-researcher. Data analysis on selected dialogue excerpts, an open-ended survey, focus group interviews with the students, critical friend’s commentary and a teacher-researcher reflective journal indicated two major issues: (i) students’ lack of capacities to resolve socio-cognitive conflict in the peer dialogue; (ii) the dilemma of addressing students’ immediate assessment needs and developing their long-term evaluative judgements in the teacher–student dialogue. Recommendations are made to tackle the challenges and to orchestrate productive exemplar dialogues.
KW - Challenges
KW - Exemplars
KW - Peer dialogue
KW - Teacher-student dialogue
UR - http://www.scopus.com/inward/record.url?scp=85026397712&partnerID=8YFLogxK
U2 - 10.1080/02602938.2017.1356907
DO - 10.1080/02602938.2017.1356907
M3 - Article
AN - SCOPUS:85026397712
SN - 0260-2938
VL - 43
SP - 449
EP - 460
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
IS - 3
ER -