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Strategy 1: Mastery Modeling

What is mastery modeling? Mastery modeling is the process of utilizing a model of teacher/student-created work designed to promote mastery for an assignment/task by demonstrating accurate products for students to simulate or inaccurate products for students to critique. The most common form of mastery modeling is the use of exemplars which are teacher/student-created work samples that demonstrate a product that has been completed according to the expectations/criteria desired for a given assignment/task in order to reach the highest level of points/credit. What are the different types of mastery modeling? Product A This exemplar features student work or a teacher-created sample that has been completed according to all mentioned criteria/expectations. Students are challenged to either duplicate the model or to critique the model for different ways to achieve mastery. This model of non-mastery is an example of student work or a teachercreated sample that has not been completed according to all mentioned criteria/expectations. Students are then challenged to critique and correct the model by turning it into an exemplar. When would I use mastery modeling? Time: Beginning of an assignment/task Purpose: Models used at the beginning of a learning session are used to demonstrate for students the desired/expected outcome for a given task. Models used during the middle of a learning session are used to provide direction for students who may/may not be headed in the right direction in efforts to guide their responses to a more-desired outcome. Models used at the end of a learning session are used as a student-tool for evaluation. These models are given to students to promote self-evaluation as ones work is compared to an exemplary model. Following this use of the exemplar, a student should be given an opportunity to revamp his/her own work. Type: This can be an example of mastery or non-mastery. This should be an example of mastery. (Exemplar)

Product B -

During an assignment/task

At the end of an assignment/task

This can be an example of mastery or non-mastery.

Research

Assessment & Evaluation in Higher Education Volume 27, Issue 4, 2002


The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Paul Orsmond, Stephen Merry & Kevin Reiling pages 309-323 / Published online: 27 May 2010

Abstract
This paper reports a study which implemented a method of student self and peer assessment involving student constructed marking criteria in the presence of exemplars. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the evaluation of (1) student self and peer marking and tutor marking for individual marking criteria following the use of exemplars; (2) the role of exemplars in providing a focus for formative feedback about subject standards. The present study shows that: (a) the use of exemplars can help students demonstrate greater understanding of both marking criteria and subject standards; (b) the use of exemplars can help students learning so that higher quality outcomes are produced; (c) the use of exemplars forms a focus for meaningful formative feedback; (d) students may make more objective judgements as a result of peer assessment compared to self-assessment.

http://www.tandfonline.com/doi/abs/10.1080/0260293022000001337#.UmUeh3B OOSo Excerpt from Enhancing Feedback article on the University of Edinburg website:
According to Sadler himself, 'exemplars convey messages that nothing else can', by not simply tellingstudents but showing them what counts as excellent (Sadler, 2002, p. 136). Unlike model answers, which are usually crafted by teachers, exemplars are authentic instances of students' work. They therefore represent what can feasibly be accomplished by a student's peers, rather a perfectionist ideal. Equally crucially, they are usually multiple rather than single, providing a range of illustrations of what work of high quality might look like. This can help to allay teachers' anxieties that furnishing students with the model answer or sole exemplar of excellence may have be counterproductive, if it has the effect 'of encouraging unthinking mimicry rather than thoughtful emulation' (Hounsell, 2008). In higher education, exemplars have typically been used in combination with other methods of feedback, as the case examples below indicate. Interestingly, one recent study showed that: 'Students are very receptive to exemplars, but there are many questions to be considered by tutors as they design exemplar activities: for example, whether to construct exemplar assignments, or use authentic student work; whether to use complete assignments or only those parts which illustrate specific criteria; and how to generate debate in order to deepen students tacit understanding of the assessment criteria so that they develop their own skills of selfassessment.' (Handley & Williams 2009, p. 12)

http://www.enhancingfeedback.ed.ac.uk/staff/resources/plugging.html

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