Conceptualising evaluative judgement for sustainable assessment in higher education

Rola Ajjawi, Joanna Tai, Phillip Dawson, David Boud

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

    21 Citations (Scopus)


    How can we usefully think about developing evaluative judgement? 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 then describe the historical evolution of the term “evaluative judgement”, and its related antecedents in the assessment literature. In one sense, evaluative judgement may not be a new concept, in that many graduates would have developed this capability.However, we argue that considering it explicitly and systematically, and using it as an integrative and organising framework for designing assessment in higher education, contributes an important and novel perspective. 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.
    Original languageEnglish
    Title of host publicationDeveloping evaluative judgement in higher education
    Subtitle of host publicationAssessment for knowing and producing quality work
    EditorsDavid Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
    Place of PublicationLondon
    Number of pages18
    ISBN (Electronic)9781315109251
    ISBN (Print)9781138089358, 9781138089341
    Publication statusPublished - 2018


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