Using Exemplars Effectively in FE

It is one of the most common requests from learners and apprentices: "Can I see an example?" Providing exemplars - or 'what a good one looks like' (WAGOLL) - is a powerful teaching strategy. It moves assessment criteria from an abstract list to a tangible reality, helping learners to visualise the standard required for success.

However, simply providing a finished product is a missed opportunity. When used strategically, exemplars and worked examples are powerful tools for enhancing curriculum, teaching and training. They build learner confidence, improve the quality of work, support inclusion, and promote progress towards strong achievement.

Choosing the Right Exemplars

The effectiveness of an exemplar depends entirely on how it is selected and presented. A single, perfect example can be intimidating. A thoughtful collection, however, opens up a rich professional dialogue with learners about what quality looks like.

• Provide a range: Instead of just one 'strong standard' example, use a set. This could include work at an 'expected standard' and even anonymised examples containing common errors or misconceptions. This helps learners to identify the specific features that elevate work from one level to the next.
• Ensure relevance: The exemplar must closely match the task learners are being asked to complete. Using an example from a different topic or with a slightly different brief can cause confusion.
• Use authentic work: Whenever possible, use anonymised work from previous learners (with their full permission). This feels more achievable and relevant to learners than a 'perfect' tutor-created example.
• Co-create exemplars: Involve learners in creating an exemplar as a group. This active process of applying success criteria to create a shared model is an incredibly powerful learning activity.

Moving Beyond Passive Viewing

To maximise impact, learners must actively engage with the exemplar, not just look at it. The goal is for them to deconstruct the example to understand why it is successful, so they can apply the same principles to their own work.

• Annotate together: Project the exemplar and have learners annotate it, linking parts of the work directly to the specific success criteria. This makes the criteria concrete and memorable.
• Compare and contrast: Provide two exemplars (e.g., 'expected' vs 'strong' standard) and ask learners in pairs or small groups to identify the key differences. What has the second learner done to achieve a higher standard?
• Analyse structure: Instead of focusing only on the content, analyse the structure. How is the report organised? How is the argument developed? How are sources integrated? This helps learners with planning and organisation.
• Use partial exemplars: Provide an incomplete example and ask learners to finish it, applying the principles they have discussed. This acts as a scaffold, bridging the gap between analysis and independent creation.

The Power of Worked Examples

While an exemplar shows the final product, a worked example demonstrates the step-by-step process of getting there. This is a crucial strategy for managing cognitive load, particularly for complex tasks or problems. It allows learners to focus on the process without being overwhelmed.

• Model your thinking: Don't just show the steps; narrate your thought process. Explain why you are making certain decisions, what common mistakes to avoid, and how you are checking your work as you go.
• Use for procedural tasks: Worked examples are ideal for subjects like maths, engineering, coding, science, and accounting, where a specific procedure must be followed.
• Apply to written tasks: This technique is also highly effective for demonstrating how to plan an essay, structure a paragraph, analyse a source, or reference correctly.
• Fade the support: Start with a full worked example, then move to a partial one, and finally provide just the initial problem. This gradual removal of scaffolding builds learner independence and confidence.

Encouraging Originality, Not Copying

A common concern is that learners will simply copy the exemplar. By focusing on analysis and process, you can mitigate this risk and foster genuine understanding.

• Focus on principles, not content: Your discussions should always centre on how the exemplar meets the criteria, not just what it says. The aim is to transfer the principles, not the specifics.
• Change the context: Ensure the final assessment task requires learners to apply the principles to a new problem, case study, or scenario. This makes direct copying impossible.
• Use exemplars for self-assessment: Teach learners to use the annotated exemplars as a benchmark against which to evaluate their own draft work before submission. This develops crucial metacognitive skills and improves achievement.

Where this fits in QualityHero

Effective use of exemplars is a hallmark of strong practice within the 'Curriculum, teaching and training' evaluation area. When documenting teaching strategies during peer observations, course reviews, or self-assessment, capturing these techniques within the Toolkit Areas module provides a rich evidence base. It helps demonstrate how teaching is intentionally designed to support all learners in understanding quality and making strong progress from their starting points.