Understanding, assessing and enhancing student evaluative judgement in digital environments

Students’ evaluative judgements of their progress while they work on a task rely on effective monitoring and decision-making. These ongoing processes occur in parallel with the calibrations students make when comparing their work against a goal. Laboratory-based research demonstrates that these processes are influenced by numerous factors, particularly in digital environments. While these environments may lead to students misjudging their progress, they also provide possibilities for better understanding, assessing and providing feedback and hints to students as they learn. In this way, digital learning environments afford intervention strategies for enhancing evaluative judgement beyond what is feasible in other contexts.