Using exemplars in a university environment : the good, the bad, and the ugly

Assessment and evaluation of students work in a university environment is increasingly complex, as the overt use of criteria and standards becomes more commonplace in both formative and summative assessment. There is an almost uniform movement towards criteria and standards in regards to assessment as a method of ensuring the integrity of the learning experience. As students seek a better understanding of these criteria and standards in order to maximise their marks, exemplars are being explored as a way of achieving a number of useful outcomes for students, staff, and governing institutions. This paper examines the nature of exemplars and the challenges of developing quality exemplars, it also provides some commentary on their effectiveness in improving student learning outcomes