Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars.
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| Title: | Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars. |
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| Authors: | Smyth, Philip1, Carless, David1 |
| Source: | Assessment & Evaluation in Higher Education. May2021, Vol. 46 Issue 3, p393-406. 14p. 3 Charts. |
| Subject Terms: | *English teachers, *Tacit knowledge, *College teaching methodology, Example, Social constructionism |
| Abstract: | Exemplars are samples which illustrate dimensions of quality and enable students to understand assessment expectations. The theoretical basis for using exemplars lies principally in social constructivist approaches to assessment and the notion of tacit knowledge. Through a constructivist grounded theory methodology, this paper theorises how twelve teachers of English for Academic Purposes managed the process of using exemplars. Data collection involved triangulation between semi-structured interviews and classroom observations of the twelve teachers. Data analysis utilised constructivist grounded theory strategies: initial and focused coding, memoing and abductive reasoning. The findings analyse teacher decision-making in relation to exemplar use; the different ways in which criteria are deployed in conjunction with exemplars; and controlled or more open dialogues about exemplars. The theoretical contribution arises principally from a threefold typology comprising structured, guided discovery and dialogic approaches to managing the use of exemplars. It is suggested that a mediated dialogic approach has most potential to maximise learning benefits of exemplar use. Implications for practice explore tensions between what is recommended in the exemplars literature and the complexities of classroom implementation. Methodological implications arise from the triangulation between observations and interviews, and the discursive gap between social constructivist approaches and theories of mediation. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150006459 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2020.1781785 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 393 Subjects: – SubjectFull: English teachers Type: general – SubjectFull: Tacit knowledge Type: general – SubjectFull: College teaching methodology Type: general – SubjectFull: Example Type: general – SubjectFull: Social constructionism Type: general Titles: – TitleFull: Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smyth, Philip – PersonEntity: Name: NameFull: Carless, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 46 – Type: issue Value: 3 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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