{"id":9153,"date":"2021-12-24T12:04:11","date_gmt":"2021-12-24T12:04:11","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/add\/?page_id=9153"},"modified":"2022-01-14T10:59:45","modified_gmt":"2022-01-14T10:59:45","slug":"exemplars","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/","title":{"rendered":"Exemplars"},"content":{"rendered":"<p><span style=\"font-size: 10pt;font-family: arial, helvetica, sans-serif\">You are here: <a href=\"https:\/\/blogs.shu.ac.uk\/add\/\">Academic Development &amp; Diversity<\/a> &gt; <a href=\"https:\/\/blogs.shu.ac.uk\/add\/inclusive-pedagogy-and-practice\/#DIC\">Inclusive Pedagogy and Practice<\/a> &gt; Exemplars<\/span><\/p>\n<h1><span style=\"font-family: arial, helvetica, sans-serif;font-size: 18pt\"><b>Guidance on the use of \u2018exemplars\u2019 to support students\u2019 learning.<\/b><\/span><\/h1>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">This resource has been developed by Helen Kay, Academic Development &amp; Diversity Team, Emma Heron, Head of Teaching and Learning SSA, Lucian Tipi, Head of Teaching and Learning BTE and college colleagues.\u00a0<\/span><\/p>\n<ul>\n<li><a href=\"#WAE\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">What are Exemplars?<\/span><\/a><\/li>\n<li><a href=\"#D\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Definitions.<\/span><\/a><\/li>\n<li><a href=\"#GPTUSWAA\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Gaining permission to use students work and anonymisation.<\/span><\/a><\/li>\n<li><a href=\"#WSTEUOE\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">What supports the effective use of exemplars?<\/span><\/a><\/li>\n<li><a href=\"#GM\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Guided Marking.<\/span><\/a><\/li>\n<li><a href=\"#EOTEUOE\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Examples of the\u00a0effective use of exemplars.<\/span><\/a><\/li>\n<li><a href=\"#R\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">References.<\/span><\/a><\/li>\n<li><a href=\"#Re\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Resources.<\/span><\/a><\/li>\n<li><a href=\"#JA\"><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Journal articles.<\/span><\/a> <a id=\"WAE\"><\/a><\/li>\n<\/ul>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><b>What are exemplars?<\/b><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Exemplars are examples of previous students\u2019 work or examples developed by practitioners that when used in learning activities help students to grasp key concepts, skills, content and assessment standards and criteria. Unlike model answers which are examples of a \u2018perfect\u2019 answer, exemplars are examples of varying standards of academic work.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Exemplars can be examples of assignments or parts of assignments, exam question answers, coursework, presentations, videos of performance, posters, research papers etc, produced by students or created by tutors.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Exemplars are useful tools in the development of students\u2019 academic literacy. They benefit students by providing them with tangible examples of the academic standards teachers expect them to demonstrate to achieve a given grade. They are particularly beneficial for students who may not have experience of the range of different assessments used in Higher Education and are a useful means of scaffolding students learning and skills development and clarifying our expectations of them. Exemplars are also a useful means of developing students\u2019 ability to benchmark their own work. <a id=\"D\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><b>Definitions<\/b><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">David Newlyn, \u201cProviding Exemplars in the Learning Environment: The Case for and against,\u201d Universal Journal of Educational Research 1(1): 26-32, 2013 http:\/\/www.hrpub.org DOI: 10.13189\/ujer.2013.010104<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">D Royce Sadler, \u201cInterpretations of Criteria-based Assessment and Grading in Higher Education,\u201d Assessment and Evaluation in Higher Education 30, no.2 (2005): 175 \u2013 198, 192.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Margaret Price, Karen Handley, and Jill Millar, \u201cFeedback: focusing attention on engagement\u201d Studies in Higher Education, 36 no.8 (2011): 879-896.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Jenny Scoles, Mark Huxham &amp; Jan McArthur (2012) \u201dNo longer exempt from good practice: using exemplars to close the feedback gap for exams\u201d Assessment and Evaluation in Higher Education, 2. DOI:10.1080\/02602938.2012.674485. <a id=\"GPTUSWAA\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">Gaining permission to use students work and anonymisation<\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Please use the\u00a0<a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/05\/Permissions-template.docx\">permissions template<\/a>\u00a0to gain permission from students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">You should ensure students\u2019 work is appropriately anonymised. Remove students names or identifiers from the work and check there are no references within the work which could identify the author, fellow students or staff. You should use work from previous cohorts, so you will need to collect the examples of students work well in advance. If you would like to use exemplars but haven\u2019t yet collected and gained permission to use students work, you may wish to consider creating a few examples yourself. <a id=\"WSTEUOE\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><b>What supports the effective use of exemplars?<\/b><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">The literature suggests that you shouldn\u2019t use exemplars that too similar to the assignments students are about to undertake. You should aim to use more than one exemplar, so you can show a range of quality and compare their strengths and weaknesses. Don\u2019t give students the teacher-generated assessment criteria initially. Allow students to critic the work and develop their own judgements. You should create opportunities for students to discuss the exemplars peers, the whole class, and the teacher. It is also suggested that you use exemplars with students once they have written\/created a draft of their assignment. <a id=\"GM\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">Guided Marking<\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">UCL Arena Centre have produced a\u00a0<a href=\"https:\/\/www.ucl.ac.uk\/teaching-learning\/publications\/2019\/aug\/guided-marking\">guide on the use of Guided Marking<\/a>. Guided marking involves students reading a range of peers\u2019 assignments (anonymised and from a previous year with authors\u2019 permission) at the beginning of the module, ranking the assignments, commenting on them and agreeing a grade. The assignment used is similar to the module assignment and helps students understand what they need to do to be successful. <a id=\"EOTEUOE\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">Examples of the\u00a0<b>effective use of exemplars<\/b><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/05\/Case-Study-use-of-exemplars-within-the-Physician-associate-course.docx\">The use of exemplars within the Physician associate course<\/a>\u00a0\u2013 Lopa Husain \u2013 Department of Nursing and Midwifery, HWLS.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Jayne-Revill-and-Tony-OBrien-Formative-Feedback-for-Level-4-Data-Analysis.docx\">The use of formative feedback to support L4 student assessment preparation for their first summative reflection<\/a>\u00a0\u2013 Jayne Revill &amp; Tony O\u2019Brien \u2013 BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Jeanette-Baker-and-Jayne-Revill-Formative-Feedback-for-Level-4-Marketing.docx\">The use of formative feedback to support L4 student assessment preparation for their first summative reflection<\/a>\u00a0(Marketing &amp; Digital Analysis) \u2013 Jeanette Baker &amp; Jayne Revill \u2013 BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Jennifer-Smith-Maguire-Food-Perceptions-and-Consumer-Behaviour.docx\">A formative feedback worksheet that students complete in the run-up to their first assignment, which is used as the basis for a formative feedback seminar session<\/a>\u00a0\u2013 Jennifer Smith Maguire \u2013 Department of Service Sector Management, BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Jo-Daley-and-Toyin-Aderiye-Formative-Assessment-in-a-Personal.docx\">Early feedback to improve overall outcomes with use of Turnitin to improve referencing\u00a0<\/a>\u2013 Jo Daley and Toyin Aderiye \u2013 Department of Marketing, BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Jo-Watts-and-Marc-Duffy-Incremental-Formative-Feedback.docx\">Weekly, scheduled Formative Feedback and Optional Formative Submission<\/a>\u00a0\u2013 Jo Watts and Marc Duffy \u2013 BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Lynne-Booth-and-Michelle-Blackburn-Formative-assessment-in-a-HR-module.docx\">Small changes to boost engagement with formative tasks<\/a>\u00a0\u2013 Lynne Booth and Michelle Blackburn \u2013 Department of Marketing, BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Sue-Beckingham-Applied-projects.docx\">Applied projects: Working with local businesses<\/a>\u00a0\u2013 Sue Beckingham \u2013 Department of Computing, BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Tony-OBrien-Formative-Feedback-for-L5-Electronic-Crime.docx\">The use of formative feedback to support students as they prepare for their single individual assignment<\/a>\u00a0\u2013 FABS, BTE<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/07\/Zoe-Newsham-Employability-Skills-for-Financial-Services.docx\">The use of formative feedback in developing an Employability Portfolio to support students in assessment and achieving their future goals<\/a>\u00a0\u2013 Zoe Newsham \u2013 BTE.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\"><span style=\"font-size: 12pt\">Take a look at our collection of Formative Feedback Case Studies on our <a href=\"https:\/\/blogs.shu.ac.uk\/teaching\/case-studies\/#F\" target=\"_blank\" rel=\"noopener noreferrer\">Academic Essentials: Case Studies Library<\/a>.<\/span><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif\"><span style=\"font-size: 12pt\">We would be please to receive case studies of your use of exemplars. Please use our <a href=\"https:\/\/blogs.shu.ac.uk\/curriculumdesign\/files\/2021\/05\/Case-Study-template.docx\">Case Study \u2013 template<\/a> and send the completed template to ! Academic Development &amp; Diversity.<\/span> <a id=\"R\"><\/a><b><\/b><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">References<\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">David Newlyn, \u201cProviding Exemplars in the Learning Environment: The Case for and against,\u201d Universal Journal of Educational Research 1(1): 26-32, 2013 http:\/\/www.hrpub.org DOI: 10.13189\/ujer.2013.010104<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">D Royce Sadler, \u201cInterpretations of Criteria-based Assessment and Grading in Higher Education,\u201d Assessment and Evaluation in Higher Education 30, no.2 (2005): 175 \u2013 198, 192.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Margaret Price, Karen Handley, and Jill Millar, \u201cFeedback: focusing attention on engagement\u201d Studies in Higher Education, 36 no.8 (2011): 879-896.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Jenny Scoles, Mark Huxham &amp; Jan McArthur (2012) \u201dNo longer exempt from good practice: using exemplars to close the feedback gap for exams\u201d Assessment and Evaluation in Higher Education, 2. DOI:10.1080\/02602938.2012.674485. <a id=\"Re\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\"><strong>Resources<\/strong><\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/lta.hw.ac.uk\/wp-content\/uploads\/GUIDE-NO9_Exemplers.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Using exemplars to enhance learning and support achievement: <\/a>explaining the importance of using exemplars and advice on how to select and use exemplars. It was produced by Heriot Watt University and authored by Kay Sambell, Sally brown and Phil Race.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/psmyth26130b9d83cd2.wordpress.com\/2021\/12\/06\/does-sharing-exemplars-with-students-lead-to-unproductive-copying\/\" target=\"_blank\" rel=\"noopener noreferrer\">Does sharing exemplars with students lead to unproductive copying?<\/a>\u00a0In this blog Phil Smith explores the steps that can be taken to make unproductive copying less likely and what can be done to enhance the pedagogic practice of sharing exemplars with students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/core.ac.uk\/download\/pdf\/29422325.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Keen: Show and tell: Using peer assessment and exemplars to help students understand quality in assessment.<\/a>\u00a0This article explores the use of exemplars alongside peer assessment as part of a mixed approach to formative assessment and provides evaluation and feedback from the first-year students involved.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/totallyrewired.wordpress.com\/2018\/09\/14\/using-exemplars-in-university-teaching\/\" target=\"_blank\" rel=\"noopener noreferrer\">Universities using exemplars: Chris Rowell\u2019s blog \u2013 totallyrewired.<\/a>\u00a0This is a blog post containing links to universities using exemplars and various journal articles.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Example Essays &#8211; Here, <a href=\"http:\/\/www.sussex.ac.uk\/skillshub\/?id=507&amp;site=normal\" target=\"_blank\" rel=\"noopener noreferrer\">Sussex University<\/a> provide a sample of critical essays written by Sussex students.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><a href=\"https:\/\/warwick.ac.uk\/fac\/cross_fac\/heahistory\/research\/feedback_project\/case_studies\/examplar_assignments_case_study.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Case Study: Using Exemplar Assignments to Enhance Student Feedback<\/a>. Warwick University.\u00a0This is a case study of an exercise that used exemplar assignments as a means of creating dialogue for students around assessment criteria and feedback. The exercise was conducted in advance of students submitting an assessed coursework essay. <a id=\"JA\"><\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;color: #993366;font-size: 14pt\">Journal articles<\/span><\/h2>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Carter, R., Salamonson, Y., Ramjan, L. M. &amp; Halcomb, E. (2018). Students use of exemplars to support academic writing in higher education: An integrative review. Nurse Education Today, 65 87-93.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Grainger P. R., Heck D., and Carey M. D., Are Assessment Exemplars Perceived to Support Self-Regulated Learning in Teacher Education? Frontiers in Education, 14 August 2018.\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2018.00060\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2018.00060\/full<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Handley, Karen &amp; Williams, Lindsay (2011) From copying to learning: using exemplars to engage students with assessment criteria and feedback, Assessment &amp; Evaluation in Higher Education, 36:1, 95-108,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602930903201669\">DOI: 10.1080\/02602930903201669<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Hendry, Graham D., Armstrong, Susan &amp; Bromberger, Nikki (2012) Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching, Assessment &amp; Evaluation in Higher Education, 37:2, 149-161,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602938.2010.515014\">DOI: 10.1080\/02602938.2010.515014<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Hendry, Graham &amp; Jukic, Katherine. (2014). Learning About the Quality of Work that Teachers Expect: Students\u2019 Perceptions of Exemplar Marking Versus Teacher Explanation. Journal of University Teaching and Learning Practice. 11. 58-68.\u00a0<a href=\"http:\/\/dx.doi.org\/10.53761\/1.11.2.5\">10.53761\/1.11.2.5.<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Ho, Kong, Empowering Learning: Using Student Exemplars in Teaching. Teaching Artist Journal, 2015, Vol.13(4), p.193-203.\u00a0<a href=\"https:\/\/www.researchgate.net\/publication\/283431807_Using_Student_Exemplars_in_Empowering_Learning\">https:\/\/www.researchgate.net\/publication\/283431807_Using_Student_Exemplars_in_Empowering_Learning<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Lipnevich, A.A., McCallen, L.N., Miles, K.P. et al. Mind the gap! Students\u2019 use of exemplars and detailed rubrics as formative assessment. Instr Sci 42, 539\u2013559 (2014).\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s11251-013-9299-9\">https:\/\/doi.org\/10.1007\/s11251-013-9299-9<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Newlyn, D., &amp; Spencer, L. (2010). Improving student performance in interdisciplinary law unit assessment by providing annotated exemplars.\u00a0<a href=\"http:\/\/classic.austlii.edu.au\/au\/journals\/JlALawTA\/2010\/8.pdf\">http:\/\/classic.austlii.edu.au\/au\/journals\/JlALawTA\/2010\/8.pdf<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Nicol, David.\u00a0(2021)\u00a0The power of internal feedback: exploiting natural comparison processes,\u00a0Assessment &amp; Evaluation in Higher Education,\u00a046:5,\u00a0756-778.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/02602938.2020.1823314\">https:\/\/doi.org\/10.1080\/02602938.2020.1823314<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Orsmond, Paul, Merry, Stephen &amp; Reiling, Kevin (2002) The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment, Assessment &amp; Evaluation in Higher Education, 27:4, 309-323,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/0260293022000001337\">DOI: 10.1080\/0260293022000001337<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Smyth, Philip &amp; Carless, David (2021) Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars, Assessment &amp; Evaluation in Higher Education, 46:3, 393-406, DOI: 10.1080\/02602938.2020.1781785<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Tatano Beck C. Intuition in nursing practice: sharing graduate students\u2019 exemplars with undergraduate students. J Nurs Educ. 1998 Apr;37(4):169-72.\u00a0<a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/9570416\/\">https:\/\/pubmed.ncbi.nlm.nih.gov\/9570416\/<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">To, Jessica &amp; Carless, David (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,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0309877X.2015.1014317\">DOI: 10.1080\/0309877X.2015.1014317<\/a><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Wimshurst, Kerry &amp; Manning, Matthew (2013) Feed-forward assessment, exemplars and peer marking: evidence of efficacy, Assessment &amp; Evaluation in Higher Education, 38:4, 451-465,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602938.2011.646236\">DOI: 10.1080\/02602938.2011.646236<\/a><\/span><\/p>\n<p style=\"text-align: right\"><a href=\"https:\/\/blogs.shu.ac.uk\/add\/exemplars\/\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Back to top of page<\/span><\/a><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%;background-color: #f2f2f2\"><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Last updated: 24th December 2021 NB<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>You are here: Academic Development &amp; Diversity &gt; Inclusive Pedagogy and Practice &gt; Exemplars Guidance on the use of \u2018exemplars\u2019 to support students\u2019 learning. This resource has been developed by Helen Kay, Academic Development &amp; Diversity Team, Emma Heron, Head of Teaching and Learning SSA, Lucian Tipi, Head of Teaching and Learning BTE and college [&hellip;]<\/p>\n","protected":false},"author":1333,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"tags":[],"class_list":["post-9153","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7ctLQ-2nD","_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/9153","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/comments?post=9153"}],"version-history":[{"count":8,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/9153\/revisions"}],"predecessor-version":[{"id":9260,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/9153\/revisions\/9260"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media?parent=9153"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/tags?post=9153"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}