Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Research shows that when students compare their work against assessment criteria – such as a rubric – or exemplars, they achieve performance grade improvements. While rubrics are linked to better grades, little is known about how these comparators affect feedback processes, especially the internal feedback students generate when they make comparisons. Understanding these processes is crucial for educators aiming to foster student feedback agency. This study therefore explored the differential effects of assessment criteria and exemplars on students’ self-generated feedback and on their performance outcomes. Students produced a written research report then one group (57 students) compared it against assessment criteria and another group (56 students) against exemplars. Both groups made evident what they had learned by writing self-feedback comments based on the comparisons they made. Students who used exemplars produced more high-level process-oriented comments those using the assessment criteria produced more task-related feedback. Final grade performance was higher for those who compared against exemplars. The findings suggest that by extending the range of comparators and by prompting, teachers can guide students towards deeper and more differentiated learning, enhance feedback agency and reduce their own workload. Additionally, writing self-feedback provides valuable insights into learning – for both students and educators.