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Conceptualising evaluative judgement for sustainable assessment in higher education
chapterposted on 01.01.2018, 00:00 authored by Rola AjjawiRola Ajjawi, Joanna TaiJoanna Tai, Phillip DawsonPhillip Dawson, David BoudDavid Boud
This chapter introduces a framework for evaluative judgement that underpins discussion in subsequent chapters. We start by identifying what we mean by evaluative judgement and examining why it is a necessary idea for organising courses and designing assessments. We suggest that the development of students’ evaluative judgement is an important and underexplored aspect of assessment which enables us to consider the longer-term influence of assessment activities on learning. We conclude by examining how common assessment practices - such as rubrics, exemplars, self-assessment, peer assessment and feedback - can be better tailored towards developing students’ evaluative judgement.
Title of bookDeveloping evaluative judgement in higher education: assessment for knowing and producing quality work
Pagination7 - 17
PublisherTaylor & Francis
Place of publicationAbingdon, Eng.
Publication classificationB1 Book chapter
Copyright notice2018, Rola Ajjawi, Joanna Tai, Phillip Dawson and David Boud
Editor/Contributor(s)D Boud, R Ajjawi, P Dawson, J Tai
Evaluative JudgementTacit KnowledgePeer FeedbackEducator Learner RelationshipsSelf-regulated Learning StrategiesAnalytic RubricAssessment DesignFeedback DialogueSelf-regulated LearningEpistemic GamesAutomated Essay ScoringEpistemic CapabilitySustain Student EngagementSelf-regulated Learning ModelsPeer AssessmentConstructive AlignmentJunior DoctorsAutomated Essay Scoring SystemsPeer LearningMetacognitive Monitoring