<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682022000100076</article-id>
<article-id pub-id-type="doi">10.22235/pe.v15i1.2658</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desarrollo de la experticia evaluativa a través del trabajo con ejemplares en educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The Development of Evaluative Expertise Through Working with Exemplars in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento da expertise avaliativa através do trabalho com exemplares no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras Pérez]]></surname>
<given-names><![CDATA[Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubilar Pérez]]></surname>
<given-names><![CDATA[Priscila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Lira]]></surname>
<given-names><![CDATA[Marcela Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>76</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682022000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682022000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682022000100076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La experticia evaluativa se refiere a la capacidad de una persona para construir juicios de calidad sobre algún objeto de evaluación. En la educación superior, esta capacidad debe ser desarrollada por los futuros egresados para aprender, desarrollar buenos trabajos, tomar decisiones y convertirse en profesionales responsables. Los ejemplares, entendidos como muestras de trabajos cuidadosamente elegidas con la finalidad de ilustrar dimensiones de calidad y aclarar las expectativas de la evaluación, constituyen un vehículo para desarrollar la experticia evaluativa en los estudiantes. En este artículo se discuten las bases conceptuales del trabajo con ejemplares en el marco de la evaluación formativa y su efecto en la formación profesional en la educación superior, a partir de una revisión de literatura sobre la temática. Se proponen algunos principios orientadores para la práctica y se analizan estrategias para su implementación en procesos de retroalimentación, autoevaluación y coevaluación basadas fundamentalmente en el uso de rúbricas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Evaluative expertise refers to the ability of a person to make quality judgments about some object of evaluation. In higher education, this ability must be developed by future graduates to learn, develop good jobs, make decisions, and become responsible professionals. The copies, understood as samples of work carefully chosen to illustrate dimensions of quality and clarify the expectations of the evaluation, constitute a vehicle to develop evaluative expertise in students. This article discusses the conceptual bases of working with exemplars in the framework of formative assessment and its effect on professional training in higher education, based on a review of the literature on the subject. Some guiding principles for practice are proposed, and strategies for their implementation in feedback processes are analyzed, self-evaluation and co-evaluation based fundamentally on rubrics use.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A expertise avaliativa refere-se à capacidade de uma pessoa de fazer julgamentos de qualidade sobre um objeto de avaliação. No ensino superior, esta capacidade deve ser desenvolvida por futuros graduados a fim de aprender, desenvolver um bom trabalho, tomar decisões e tornar-se profissionais responsáveis. Os exemplares, entendidos como exemplos de trabalho cuidadosamente escolhidos a fim de ilustrar as dimensões da qualidade e esclarecer as expectativas de avaliação, são um veículo para desenvolver a expertise avaliativa dos estudantes. Este artigo discute a base conceitual do trabalho com exemplares no âmbito da avaliação formativa e seu efeito no ensino e formação profissional no ensino superior, com base em uma revisão da literatura sobre o tema. Alguns princípios orientadores da prática são propostos e são analisadas estratégias para sua implementação em processos de retroalimentação, auto-avaliação e co-avaliação baseados principalmente no uso de rubricas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ejemplar]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="en"><![CDATA[exemplar]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[self-assessment.]]></kwd>
<kwd lng="pt"><![CDATA[exemplar]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[retroalimentação]]></kwd>
<kwd lng="pt"><![CDATA[auto-avaliação.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ajjawi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[Ph.]]></given-names>
</name>
<name>
<surname><![CDATA[Buod]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptualising evaluative judgment for sustainable assessment in higher education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajjawi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work]]></source>
<year>2018</year>
<page-range>7-17</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Critical Review of Research on Student Self-Assessment]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2019</year>
<volume>4</volume>
<numero>87</numero>
<issue>87</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Du]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Mycek]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rubric-referenced self-assessment and middle school students&#8217; writing]]></article-title>
<source><![CDATA[Assessment in Education]]></source>
<year>2010</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>199-214</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Du]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students&#8217; writing]]></article-title>
<source><![CDATA[Educational Measurement: Issues and Practices]]></source>
<year>2008</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3-13</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arter]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[McThige]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Scoring Rubrics in the Classroom]]></source>
<year>2001</year>
<publisher-name><![CDATA[Pearson Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bacchus]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Colvin]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Knight]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ritter]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When rubrics aren&#8217;t enough: Exploring exemplars and student rubric co-construction]]></article-title>
<source><![CDATA[Journal of Curriculum and Pedagogy]]></source>
<year>2020</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>48-61</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bloxham]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Generating dialogue in assessment feedback: exploring the use of interactive cover sheets]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2010</year>
<volume>35</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>291-300</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brookhart]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Primo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Using feedback to improve learning]]></source>
<year>2018</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accuracy in student self-assessment: directions and cautions for research]]></article-title>
<source><![CDATA[Assess. Educ.]]></source>
<year>2015</year>
<volume>22</volume>
<page-range>444-57</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación formativa en el contexto universitario: oportunidades y propuestas de actuación]]></article-title>
<source><![CDATA[Revista Digital de Investigación en Docencia Universitaria]]></source>
<year>2020</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La confianza: Facilitar el feedback dialógico]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Molloy]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[El feedback en educación superior y profesional comprenderlo y hacerlo bien]]></source>
<year>2015</year>
<page-range>115-29</page-range><publisher-name><![CDATA[Narcea]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Managing dialogic use of exemplars]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2016</year>
<volume>42</volume>
<numero>6</numero>
<issue>6</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[To]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Lo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Barrett]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing students&#8217; capacities for evaluative judgement through analysing exemplars]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajjawi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work]]></source>
<year>2018</year>
<page-range>108-16</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment rubrics: towards clearer and more replicable design, research and practice]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2017</year>
<volume>42</volume>
<page-range>347-60</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajjawi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction: What is evaluative judgment?]]></article-title>
<source><![CDATA[Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work]]></source>
<year>2018</year>
<page-range>1-4</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foster]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Marasco]]></surname>
<given-names><![CDATA[T. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Exemplars: Your best resource to improve student writing]]></source>
<year>2007</year>
<publisher-name><![CDATA[Pembroke]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gladovic]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hong-Meng Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2021</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>231-44</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Handley]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From copying to learning: using exemplars to engage students with assessment criteria and feedback]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2011</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>95-108</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haughney]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Wakeman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quality of Feedback in Higher Education: A Review of Literature]]></article-title>
<source><![CDATA[Educ. Sci.]]></source>
<year>2020</year>
<volume>10</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hendry]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2013</year>
<volume>38</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>754-68</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hendry]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Armstrong]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Bromberger]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2012</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>149-61</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hendry]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Bromberger]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Armstrong]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2011</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ibarra-Sáiz]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Gómez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement.]]></article-title>
<source><![CDATA[Higher Education]]></source>
<year>2020</year>
<volume>80</volume>
<page-range>137-56</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kilgour]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Northcote]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kilgour]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A plan for the co-construction and collaborative use of rubrics for student learning]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2019</year>
<volume>45</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>140-53</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipnevich]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[McCallen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Miles]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mind the gap! Students' use of exemplars and detailed rubrics as formative assessment]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>2013</year>
<volume>42</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>539-59</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mertler]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing scoring rubrics for your classroom]]></article-title>
<source><![CDATA[Practical assessment, research, and evaluation]]></source>
<year>2000</year>
<volume>7</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Naidoo]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Penman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preparing students for the future through developing evaluative judgement]]></article-title>
<source><![CDATA[The Clinical Teacher]]></source>
<year>2020</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newlyn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Providing Exemplars in the Learning Environment: The Case for and against]]></article-title>
<source><![CDATA[Universal Journal of Educational Research]]></source>
<year>2013</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>26-32</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nicol]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From monologue to dialogue: improving written feedback processes in mass higher education]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2010</year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>501-17</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orsmond]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Merry]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Reiling]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Biology students&#8217; utilization of tutors&#8217; formative feedback: a qualitative interview study]]></article-title>
<source><![CDATA[Assessment and Evaluation in Higher Education]]></source>
<year>2005</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>369-86</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roblyer]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Wiencke]]></surname>
<given-names><![CDATA[W. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design and use of a rubric to assess and encourage interactive qualities in distance courses]]></article-title>
<source><![CDATA[The American journal of distance education]]></source>
<year>2003</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-98</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rolheiser]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hogaboam-Gray]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of self-evaluation training on narrative writing]]></article-title>
<source><![CDATA[Assessing Writing]]></source>
<year>1999</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-32</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluation and the improvement of academic learning]]></article-title>
<source><![CDATA[Journal of Higher Education]]></source>
<year>1983</year>
<volume>54</volume>
<page-range>60-79</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formative assessment and the design of instructional systems]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>1989</year>
<volume>18</volume>
<page-range>119-44</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ah! &#8230; so that's &#8216;quality&#8217;]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schwartz]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Webb]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessment: case studies, experience and practice from higher education]]></source>
<year>2002</year>
<page-range>130-6</page-range><publisher-name><![CDATA[Kogan Page]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond feedback: developing student capability in complex appraisal]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2010</year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>535-50</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic achievement standards and quality assurance]]></article-title>
<source><![CDATA[Quality in Higher Education]]></source>
<year>2017</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-99</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smyth]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Theorising how teachers manage the use of exemplars: Towards mediated learning from exemplars]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2020</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>393-406</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tai]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajjawi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Boud]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawson]]></surname>
<given-names><![CDATA[Ph.]]></given-names>
</name>
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing evaluative judgement: enabling students to make decisions about the quality of work]]></article-title>
<source><![CDATA[High. Educ.]]></source>
<year>2018</year>
<volume>76</volume>
<page-range>467-81</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tam]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Undergraduate students&#8217; perceptions of and responses to exemplar-based dialogic feedback]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2020</year>
<volume>46</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>269-85</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[To]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies]]></article-title>
<source><![CDATA[Journal of Further and Higher Education]]></source>
<year>2015</year>
<volume>40</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>746-64</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Palma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hefferen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Applications of peer assessment and self-assessment in music]]></article-title>
<source><![CDATA[Music Educators Journal]]></source>
<year>2016</year>
<volume>102</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>41-9</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van der Kleij]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Adie]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cumming]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A meta-review of the student role in feedback]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2019</year>
<volume>98</volume>
<page-range>303-23</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villarroel]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Bruna]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Evaluamos lo que realmente importa? El desafío de la evaluación auténtica en educación superior]]></article-title>
<source><![CDATA[Calidad en la educación]]></source>
<year>2019</year>
<volume>50</volume>
<page-range>492-509</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zachary]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Student self-assessment in middle school mathematics: A pilot study]]></source>
<year>2012</year>
<conf-name><![CDATA[ NERA Conference Proceedings]]></conf-name>
<conf-date>2012</conf-date>
<conf-loc>Nueva York, NY </conf-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
