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.

摘要

虽然有人认为使用量规和范例有潜力培养学生区分质量、做出评价性判断和采取生产性行动，很少有研究直接调查后者。为了弥补这一差距，目前的研究采用课堂观察、对 18 名学生进行的八个焦点小组访谈以及教学成果的收集，以调查两位教师教育者及其学生如何使用评分量规和范例。数据分析产生了两个主题。第一个主题涉及一系列相互关联的支持，旨在培养和利用学生的评价性和生产性知识和技能。第二个主题突出了学生将课堂经验与范例和评分准则的理解与进行中的作品进行比较的方式，使后者更接近预期的成就标准。这些发现提供了学生参与评分准则和范例的真实情况，并提供了对他们将评估性和生产性知识和技能应用于进行中的工作的方式的见解。结论是，这些工具的使用方式不仅有助于发展学生的评价性和生产性知识和技能，而且在激发与任务相关的自我监控和自我调节方面发挥了关键作用。