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 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.