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Developing evaluative judgement in higher education: assessment for knowing and producing quality work
bookposted on 01.01.2018, 00:00 authored by David BoudDavid Boud, Rola AjjawiRola Ajjawi, Phillip DawsonPhillip Dawson, Joanna TaiJoanna Tai
A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessment that develop the critical skills of its students. Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice design from a range of disciplines, this book demystifies the concept of evaluative judgement and shows how it might be integrated and encouraged in a range of pedagogical contexts. Contributors develop various understandings of this often poorly understood concept and draw on their experience to showcase a toolbox of strategies including peer learning, self-regulated learning, self-assessment and the use of technologies. A key text for those working with students in the higher education system, Developing Evaluative Judgement in Higher Education will give readers the knowledge and confidence required to promote these much-needed skills when working with individual students and groups.
Place of publicationAbingdon, Eng.
Publication classificationA7 Edited book
Copyright notice2018, selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai; individual chapters, the contributors
Editor/Contributor(s)D Boud, R Ajjawi, P Dawson, J Tai
Number of chapters19
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analytic rubricassessment designautomated essay scoringautomated essay scoring systemsconstructive alignmenteducator learner relationshipsepistemic capabilityepistemic gamesevaluative judgementfeedback dialoguejunior doctorsmetacognitive monitoringpeer assessmentpeer feedbackpeer learningself-regulated learningself-regulated learning modelsself-regulated learning strategiessustain student engagementtacit knowledge