A systematic literature review of student evaluation of peer exemplars and implications for design, Technology, and Engineering Learning

Abstract

In design courses, reviewing how others have solved design problems or completed projects is common practice and often encouraged by educators. Using student work as examples can provide context for assessment criteria and help students approach new design problems. While studies have explored the use of exemplars in various disciplines, little research has focused on which exemplars to use (e.g., high-quality, low-quality) in design, technology, and engineering fields. To address this gap, researchers conducted a literature review of 33 articles on exemplar use in secondary and post-secondary education. The analysis revealed nine themes related to exemplar use and their impact on student learning, including (1) Clarity of instruction, (2) Learner focus, (3) Motivation for learning, (4) Student reflection on learning, (5) Building student self-efficacy, (6) Identifying instructional challenges, (7) Providing contrasting cases, (8) The relationship between exemplar quality and student work quality, and (9) Raising the bar for learning outcomes. Findings suggest that simply providing an exemplar is not enough and that the selection of an exemplar can have positive or negative impacts on student motivation, understanding, and application. Carefully selecting exemplars and engaging in dialogue with students can help them identify expectations, recognize quality work, and identify potential misconceptions. These findings have implications for those involved in design, technology, and engineering education. Educators can use these findings to guide their selection of exemplars and engage students in meaningful dialogue to aid their learning. Researchers can also use these findings to further investigate the use of exemplars in these fields.

Appendices

Appendix 1

Initial Search Query (Conducted 7/20/2022).

#	Query
S1	“exemplars” OR “samples” OR “worked examples” OR “examples” OR “model answer” OR “Gallery walk” OR “Design critique” OR “Peer critique” OR “Formative peer assessment” OR “Math thinking” OR “Learning by Evaluation” OR “LbE” OR “Peer learning”
S2	“self-efficacy” OR “self efficacy” OR “self-confidence” OR “self confidence” OR “confidence” OR “efficacy” OR “concept of quality” OR “evaluative knowledge”
S3	“secondary school” OR “high school” OR “secondary education” OR “postsecondary education” OR “college” OR “university”
S4	“selection” OR “quality” OR “choice”

Appendix 2

Additional Search Query (Conducted 7/22/2022).

#	Query
S1	“assessment” OR “marking” OR “criteria” OR “standards”
S2	“discussion” OR “task” OR “understanding”
S3	“exemplars”
S4	“education”