Take 2 for Teaching and Learning - Student Exemplars: A Powerful Tool for Learning
Student exemplars are curated examples of completed work used to clarify expectations and support student learning. These models, created by teachers or drawn from past student work, offer concrete illustrations of what success might look like in a given task. When shared early in the learning process, exemplars guide students in understanding assessment criteria, recognizing quality, and developing their own evaluative judgment.
Research highlights the value of exemplars in promoting confidence and reducing anxiety. Students often find exemplars more helpful than rubrics alone, as they provide tangible reference points for their own performance. As Sadler (1989) noted, learning through emulation is a time-honored and highly effective strategy.
To use exemplars effectively, educators should offer them as supplemental learning tools. Encourage students to analyze these models through structured assignments or discussions. Avoid simply giving away answers; instead, model the kind of thinking and structure you expect in student work. Instructors should also vary the quality of examples to deepen understanding of what distinguishes stronger responses from weaker ones. Best practices also include keeping exemplars concise, choosing tasks students typically struggle with, and ensuring clarity that exemplars are meant to inspire, not to be copied. Of course, when using real student work, always obtain permission first.
Ultimately, exemplars promote self-regulated learning by helping students internalize standards, reflect on their progress, and take ownership of their learning. Thoughtfully implemented, they are a high-impact strategy that empowers students to reach higher levels of achievement.
References
Bell, Amani, et al. “Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars.” Assessment & Evaluation in Higher Education, vol. 38, no. 7, Nov. 2013, pp. 769–788, https://doi.org/10.1080/02602938.2012.714738.
Hawe, Eleanor, et al. “Why and how educators use exemplars.” Journal of University Teaching and Learning Practice, vol. 18, no. 3, 1 July 2021, https://doi.org/10.53761/1.18.3.10.
Nicol, David J., and Debra Macfarlane‐Dick. “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice.” Studies in Higher Education, vol. 31, no. 2, Apr. 2006, pp. 199–218, https://doi.org/10.1080/03075070600572090.
Panadero, Ernesto, and Jaclyn Broadbent. “Developing evaluative judgement.” Developing Evaluative Judgement in Higher Education, 19 Apr. 2018, pp. 81–89, https://doi.org/10.4324/9781315109251-9.
Sadler *, D. Royce. “Interpretations of criteria‐based assessment and grading in Higher Education.” Assessment & Evaluation in Higher Education, vol. 30, no. 2, Apr. 2005, pp. 175–194, https://doi.org/10.1080/0260293042000264262.
Sadler, D. Royce. “Formative Assessment and the Design of Instructional Systems - Instructional Science.” SpringerLink, Kluwer Academic Publishers, link.springer.com/article/10.1007/BF00117714. Accessed 4 June 2025.
Smyth, Philip, and David Carless. “Theorising how teachers manage the use of exemplars: Towards mediated learning from exemplars.” Assessment & Evaluation in Higher Education, vol. 46, no. 3, 23 June 2020, pp. 393–406, https://doi.org/10.1080/02602938.2020.1781785.
Zimmerman, Barry J. “Attaining self-regulation.” Handbook of Self-Regulation, 2000, pp. 13–39, https://doi.org/10.1016/b978-012109890-2/50031-7.
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