Conceptualising evaluative judgement for sustainable assessment in higher education

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.