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Creating an agenda for developing students’ evaluative judgement
chapterposted on 01.01.2018, 00:00 authored by David BoudDavid Boud, Phillip DawsonPhillip Dawson, Joanna TaiJoanna Tai, Rola AjjawiRola Ajjawi
What practical directions can be taken to develop students’ evaluative judgement? Such processes involve more than adding activities into the curriculum. They require repositioning how students become graduates, how courses are structured, and what constitutes progression from one level of sophistication to another. This chapter examines the role of assessment in supporting the development of evaluative judgement; how it can contribute to students judging their own work and that of others; and how peers, educators and others can contribute to this process.
Title of bookDeveloping evaluative judgement in higher education: assessment for knowing and producing quality work
Pagination186 - 195
Place of publicationAbingdon, Eng.
Publication classificationB1 Book chapter
Copyright notice2018, David Boud, Phillip Dawson, Joanna Tai and Rola Ajjawi
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