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Article: Managing dialogic use of exemplars

TitleManaging dialogic use of exemplars
Authors
KeywordsAssessment for learning
Exemplars
Dialogue
Tacit knowledge
Issue Date2016
PublisherRoutledge.
Citation
Assessment and Evaluation in Higher Education, 2016 How to Cite?
AbstractThe analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use of exemplars. The findings illustrate how the teacher prioritised student talk and withheld his own evaluative judgements in the management of the discussion. A related dilemma lies in the balance between the student voice in constructing their views on the nature of quality and explicit teacher guidance. The main significance of the paper lies in its description of how exemplars dialogue can be orchestrated, and a discussion of some of the main features of the dialogue.
Persistent Identifierhttp://hdl.handle.net/10722/234115
ISSN
2015 Impact Factor: 1.075
2015 SCImago Journal Rankings: 0.972

 

DC FieldValueLanguage
dc.contributor.authorCarless, DR-
dc.contributor.authorChan, KH-
dc.date.accessioned2016-10-14T06:59:08Z-
dc.date.available2016-10-14T06:59:08Z-
dc.date.issued2016-
dc.identifier.citationAssessment and Evaluation in Higher Education, 2016-
dc.identifier.issn0260-2938-
dc.identifier.urihttp://hdl.handle.net/10722/234115-
dc.description.abstractThe analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use of exemplars. The findings illustrate how the teacher prioritised student talk and withheld his own evaluative judgements in the management of the discussion. A related dilemma lies in the balance between the student voice in constructing their views on the nature of quality and explicit teacher guidance. The main significance of the paper lies in its description of how exemplars dialogue can be orchestrated, and a discussion of some of the main features of the dialogue.-
dc.languageeng-
dc.publisherRoutledge.-
dc.relation.ispartofAssessment and Evaluation in Higher Education-
dc.subjectAssessment for learning-
dc.subjectExemplars-
dc.subjectDialogue-
dc.subjectTacit knowledge-
dc.titleManaging dialogic use of exemplars-
dc.typeArticle-
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hk-
dc.identifier.emailChan, KH: ckhhku@hku.hk-
dc.identifier.authorityCarless, DR=rp00889-
dc.identifier.authorityChan, KH=rp02094-
dc.identifier.doi10.1080/02602938.2016.1211246-
dc.identifier.hkuros267709-
dc.publisher.placeUnited Kingdom-
dc.customcontrol.immutablesml 161103 - Published online: 20 Jul 2016, 18 months embargo-

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