Using Rubrics and Exemplars to Develop Students' Evaluative and Productive Knowledge and Skill

Autor/inn/en	Hawe, Eleanor; Dixon, Helen; Murray, Jill; Chandler, Sandra
Titel	Using Rubrics and Exemplars to Develop Students' Evaluative and Productive Knowledge and Skill
Quelle	In: Journal of Further and Higher Education, 45 (2021) 8, S.1033-1047 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1851358
Schlagwörter	Scoring Rubrics; Student Writing Models; Thinking Skills; Learning Strategies; Evaluative Thinking; Writing Instruction; Preservice Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While it is argued that use of rubrics and exemplars has the potential to develop students' ability to distinguish quality, make evaluative judgments and take productive action, few studies have directly investigated the latter. To address this gap the current study employed classroom observations, eight focus groups interviews with 18 students and the collection of teaching-learning artefacts to investigate how two teacher educators and their students used rubrics and exemplars. Data analysis yielded two themes. The first theme spoke to a series of inter-connected supports deliberately set in place to foster and utilize students' evaluative and productive knowledge and skill. The second theme highlighted ways in which students compared understandings from in-class experiences with exemplars and rubrics to works-in-progress, bringing the latter closer to the expected standard of achievement. These findings provide an authentic picture of student engagement with rubrics and exemplars and offer insights into ways in which they applied evaluative and productive knowledge and skills to works-in-progress. It was concluded that the ways in which these tools were used not only supported development of students' evaluative and productive knowledge and skill, they played a key role in stimulating task related self-monitoring and self-regulation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01