Strategies for fostering the development of evaluative judgement

Thompson, DG; Lawson, R

Strategies for fostering the development of evaluative judgement

Thompson, DG

Lawson, R

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Publication Type:: Chapter
Citation:: Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, 2018, pp. 135 - 144
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.contributor.author	Lawson, R	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, 2018, pp. 135 - 144	en_US
dc.identifier.isbn	9781138089341	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123880
dc.description.abstract	© 2018 selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Developing evaluative judgement is challenging in a system that focuses student attention on marks and grades for the purpose of certification. Tertiary admission ranks, grade-point averages, subject marks and degree classifications discard the crucial educational value of markers’ judgements against assessment criteria. How are students supposed to value feedback about their work, or their own judgements about areas for improvement, when marks are the predominant focus of assessment? We propose alignment to whole-of-degree learning outcomes, software-enabled engagement, and communication for all stakeholders as three interdependent strategies to foster the development of evaluative judgement.	en_US
dc.relation.ispartof	Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work	en_US
dc.relation.isbasedon	10.4324/9781315109251	en_US
dc.title	Strategies for fostering the development of evaluative judgement	en_US
dc.type	Chapter
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2018 selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Developing evaluative judgement is challenging in a system that focuses student attention on marks and grades for the purpose of certification. Tertiary admission ranks, grade-point averages, subject marks and degree classifications discard the crucial educational value of markers’ judgements against assessment criteria. How are students supposed to value feedback about their work, or their own judgements about areas for improvement, when marks are the predominant focus of assessment? We propose alignment to whole-of-degree learning outcomes, software-enabled engagement, and communication for all stakeholders as three interdependent strategies to foster the development of evaluative judgement.

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http://hdl.handle.net/10453/123880