Developing evaluative judgement: enabling students to make decisions about the quality of work
By J. Tai, Rola Ajjawi, David Boud, Phillip Dawson, Ernesto Panadero. 2018
637 citations recorded by the source corpus.
Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/ff25f7e4fe961a6369590d0c6186998b9bad39e0
How researchers see this paper
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In Education
- David Boud
- Phillip Dawson
- D. Carless
- Michael Henderson
- Ernesto Panadero
- Tracii Ryan
- Michael Phillips
- Jaclyn Broadbent
Citations in the corpus
- Teacher feedback literacy and its interplay with student feedback literacy (2020, neutral): “Video feedback enables a teacher social presence which can enhance relational aspects (e.g. Thomas, West and Borup 2017).”
- The challenges of feedback in higher education (2019, background): “Moreover, dissatisfied educators may point to increasing workloads (Gibbs and Simpson 2004), or students’ reluctance to use feedback (Duncan 2007; Winstone et al. 2017).”
- Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “peer assessment because these can allow the student to reach a deeper knowledge about what, how and why to assess (Tai et al., 2018).”
- Evaluating the Quality of Learning Resources: A Learnersourcing Approach (2021, background): “Furthermore, it has the potential to help with developing the evaluative judgment of students, which is an important aspect of the learning process [25]–[27].”
- The development of student feedback literacy: enabling uptake of feedback (2018, positive): “To make the most of feedback processes, students need to be developing evaluative judgment: capability to make decisions about the quality of work of oneself and others (Tai et al. 2017).”
- Authentic feedback: supporting learners to engage in disciplinary feedback practices (2020, background): “work and education settings (Tai et al. 2018), and integrating opportunities for evaluative judge-”