Developing evaluative judgement: enabling students to make decisions about the quality of work

Higher Education

Volumn 76, Issue 3, 2018, Pages 467-481

  Tai, Joanna ^a   Ajjawi, Rola ^a   Boud, David ^a,b,c   Dawson, Phillip ^a   Panadero, Ernesto ^a,d  

^a DEAKIN UNIVERSITY   (Australia)

^b UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

^c MIDDLESEX UNIVERSITY   (United Kingdom)

^d UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

Assessment for learning; Feedback; Graduate attributes; Peer assessment; Self regulated learning; Sustainable assessment

Indexed keywords

EID: 85038114557     PISSN: 00181560     EISSN: 1573174X     Source Type: Journal    
DOI: 10.1007/s10734-017-0220-3     Document Type: Article

References (60)

1. Ajjawi, R., & Higgs, J. (2008). Learning to reason: a journey of professional socialisation. Advances in Health Sciences Education, 13(2), 133–150. 10.1007/s10459-006-9032-4
2. Ajjawi, R., & Higgs, J. (2012). Core components of communication of clinical reasoning: a qualitative study with experienced Australian physiotherapists. Advances in Health Sciences Education, 17(1), 107–119. 10.1007/s10459-011-9302-7
3. Barton, K. L., Schofield, S. J., McAleer, S., & Ajjawi, R. (2016). Translating evidence-based guidelines to improve feedback practices: the interACT case study. BMC Medical Education, 16(1), 53. 10.1186/s12909-016-0562-z
4. Bloxham, S., Den-Outer, B., Hudson, J., & Price, M. (2016). Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41(3), 466–481. 10.1080/02602938.2015.1024607
5. Boud, D. (1992). The use of self-assessment schedules in negotiated learning. Studies in Higher Education, 17(2), 185–200. 10.1080/03075079212331382657
6. Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167
7. Boud, D. (2007). Reframing assessment as if learning was important. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: learning for the longer term (pp. 14–25). London: Routledge
8. Boud, D. (2017). Standards-based assessment for an era of increasing transparency. In D. Carless, S. Bridges, C. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 19–31). Dordrecht: Springer. 10.1007/978-981-10-3045-1_2
9. Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: a critical analysis of findings. Higher Education, 18(5), 529–549. 10.1007/BF00138746
10. Boud, D., & Falchikov, N. (2007). Developing assessment for informing judgement. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: learning for the longer term (pp. 181–197). London: Routledge
11. Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. 10.1080/02602938.2012.691462
12. Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413. 10.1080/02602938.2015.1018133
13. Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941–956. 10.1080/02602938.2013.769198
14. Boud, D., Lawson, R., & Thompson, D. G. (2015). The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development, 34(1), 45–59. 10.1080/07294360.2014.934328
15. Brooks, V. (2012). Marking as judgment. Research Papers in Education, 27(1), 63–80. 10.1080/02671520903331008
16. Carless, D., & Chan, K. K. H. (2017). Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6), 930–941. 10.1080/02602938.2016.1211246
17. Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. 10.1080/03075071003642449
18. Cowan, J. (2010). Developing the ability for making evaluative judgements. Teaching in Higher Education, 15(3), 323–334. 10.1080/13562510903560036
19. Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347–360. 10.1080/02602938.2015.1111294
20. Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331–350. 10.1080/03075079912331379935
21. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. 10.1111/j.1529-1006.2004.00018.x
22. Ecclestone, K. (2001). “I know a 2:1 when I see it”: understanding criteria for degree classifications in franchised university programmes. Journal of Further and Higher Education, 25(3), 301–313. 10.1080/03098770126527
23. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322. 10.3102/00346543070003287
24. Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: the effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation. 53(June). 6–76. 10.1016/j.stueduc.2017.03.003
25. Gielen, S., Dochy, F., Onghena, P., Struyven, K., & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education, 36(6), 719–735. 10.1080/03075071003759037
26. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. 10.3102/003465430298487
27. Hendry, G. D., & Anderson, J. (2013). Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes. Assessment & Evaluation in Higher Education, 38(6), 754–768. 10.1080/02602938.2012.703998
28. Hendry, G. D., & Jukic, K. (2014). Learning about the quality of work that teachers expect: students’ perceptions of exemplar marking versus teacher explanation. Journal of University Teaching & Learning Practice, 11(2), 5
29. Hudson, J., Bloxham, S., den Outer, B., & Price, M. (2017). Conceptual acrobatics: talking about assessment standards in the transparency era. Studies in Higher Education, 42(7), 1309–1323. 10.1080/03075079.2015.1092130
30. Joughin, G., Dawson, P., & Boud, D. (2017). Improving assessment tasks through addressing our unconscious limits to change. Assessment & Evaluation in Higher Education, 42(8), 1221–1232. doi:10.1080/02602938.2016.1257689
31. Knight, P. T., & Yorke, M. (2003). Assessment, learning and employability. Maidenhead: Open University Press
32. Liu, N.-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. 10.1080/13562510600680582
33. McConlogue, T. (2012). But is it fair? Developing students’ understanding of grading complex written work through peer assessment. Assessment & Evaluation in Higher Education, 37(1), 113–123. 10.1080/02602938.2010.515010
34. Merry, S., Price, M., Carless, D., & Taras, M. (2013). Reconceptualising feedback in higher education. London: Routledge
35. Nicol, D. (2013). Resituating feedback from the reactive to the proactive. In D. Boud & E. Molloy (Eds.), Feedback in higher and professional education: understanding and doing it well (pp. 34–49). Milton Park: Routledge
36. Nicol, D. (2014). Guiding principles for peer review: unlocking learners’ evaluative skills. In C. Kreber, C. Anderson, N. Entwistle, & J. McArthur (Eds.), Advances and innovations in university assessment and feedback (pp. 197–224). Edinburgh: Edinburgh University Press
37. Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. 10.1080/03075070600572090
38. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122. 10.1080/02602938.2013.795518
39. Nixon, E., Scullion, R., & Hearn, R. (2016). Her majesty the student: marketised higher education and the narcissistic (dis)satisfactions of the student-consumer. Studies in Higher Education, 5079, 1–21. 10.1080/03075079.2016.1196353
40. O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325–335. 10.1080/1356251042000216642
41. Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309–323. 10.1080/0260293022000001337
42. Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: a review and future directions. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 247–266). New York: Routledge
43. Panadero, E., & Alonso-Tapia, J. (2013). Self-Assessment: theoretical and Practical Connotations. When It Happens, How Is It Acquired and What to Do to Develop It in Our Students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576
44. Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: a review. Educational Research Review, 9, 129–144. 10.1016/j.edurev.2013.01.002
45. Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016). The future of student self-assessment: a review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. 10.1007/s10648-015-9350-2
46. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2). San Francisco: Jossey-Bass
47. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. 10.1007/BF00117714
48. Sadler, D. R. (2007). Perils in the meticulous specification of goals and assessment criteria. Assessment in Education: Principles, Policy & Practice, 14(3), 387–392. 10.1080/09695940701592097
49. Sadler, D. R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. 10.1080/02602930903541015
50. Sadler, D. R. (2013). Assuring academic achievement standards: from moderation to calibration. Assessment in Education: Principles, Policy & Practice, 20(1), 5–19. 10.1080/0969594X.2012.714742
51. Schmidt, H. G., & Rikers, R. M. J. P. (2007). How expertise develops in medicine: knowledge encapsulation and illness script formation. Medical Education, 41(12), 1133–1139. 10.1111/j.1365-2923.2007.02915.x
52. Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological Bulletin, 137(3), 421–442. 10.1037/a0022777
53. Speyer, R., Pilz, W., Van Der Kruis, J., & Brunings Wouter, J. (2011). Reliability and validity of student peer assessment in medical education: a systematic review. Medical Teacher, 33(11), e572–e585. 10.3109/0142159X.2011.610835
54. Tai, J., Canny, B. J., Haines, T. P., & Molloy, E. K. (2016). The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education. Advances in Health Sciences Education, 21(3), 659. 10.1007/s10459-015-9659-0
55. Thompson, D. G. (2006). E-assessment: the demise of exams and the rise of generic attribute assessment for improved student learning. In T. S. Roberts (Ed.), Self, peer and group assessment in e-learning (pp. 295–322). USA: Information Science Publishing
56. Thompson, D. G. (2016). Marks should not be the focus of assessment—but how can change be achieved? Journal of Learning Analytics, 3(2), 193–212. 10.18608/jla.2016.32.9
57. To, J., & Carless, D. (2015). Making productive use of exemplars: peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746–764. 10.1080/0309877X.2015.1014317
58. Tomlinson, M. (2012). Graduate employability: a review of conceptual and empirical themes. Higher Education Policy, 25(4), 407–431. 10.1057/hep.2011.26
59. Topping, K. J. (2010). Methodological quandaries in studying process and outcomes in peer assessment. Learning and Instruction, 20(4), 339–343. 10.1016/j.learninstruc.2009.08.003
60. van den Berg, I., Admiraal, W., & Pilot, A. (2006). Peer assessment in university teaching: evaluating seven course designs. Assessment & Evaluation in Higher Education, 31(1), 19–36. 10.1080/02602930500262346