Journal article
Are assessment exemplars perceived to support self-regulated learning in teacher education?
Frontiers in Education, Vol.3, 60
2018
Abstract
Assessment exemplars are a tool to guide students to what is valued by assessors in a specific assessment task, in short, as examples which illustrate, typically, dimensions of quality. Often high-quality exemplars are provided in formative assessment contexts to develop self-regulated learning. We were interested in researching the perceived efficacy and impact of a variety of assessment exemplars, ranging from low to high quality, in teacher education courses at a regional university. More specifically, this research explores student perceptions of how assessment exemplars support the development of phases and signposts for self-regulated learning. We surveyed 72 students and found that students accessed exemplars regularly and found them useful in providing detailed guidance that went beyond the descriptions of assessment tasks found in course outlines and assessment rubrics. They valued various types of exemplars, a range of quality, and the inclusion of annotated and unannotated versions of exemplars. We identified four key themes from the analysis: assessment exemplars as guides, supplements, starting points, and standards for comparison. Our results support the provision of exemplars as a tool to build student self-regulation in three phases and their contribution to the four signposts on the path from social to independent self-regulatory practice (Zimmerman and Kitsantas, 2014).
Details
- Title
- Are assessment exemplars perceived to support self-regulated learning in teacher education?
- Authors
- Peter R Grainger (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringDeborah Heck (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringMichael D Carey (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Publication details
- Frontiers in Education, Vol.3, 60; 9
- Publisher
- Frontiers Research Foundation
- Date published
- 2018
- DOI
- 10.3389/feduc.2018.00060
- ISSN
- 2504-284X
- Copyright note
- Copyright © 2018 Grainger, Heck and Carey. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; Engage Research Lab
- Language
- English
- Record Identifier
- 99450433902621
- Output Type
- Journal article
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