Using peer and teacher-student exemplar dialogues to unpack assessment standards: challenges and possibilities |
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Authors: | Jessica To Yiqi Liu |
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Institution: | 1. Faculty of Education, The University of Hong Kong, Hong Kong, Chinajkaryan@hku.hk http://orcid.org/0000-0002-0264-3160;2. School of Education and Languages, The Open University of Hong Kong, Hong Kong, China http://orcid.org/0000-0003-0637-636X |
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Abstract: | 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. |
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Keywords: | Exemplars peer dialogue teacher–student dialogue challenges |
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