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- Vol 3 RE: Chapters 9, 14, 16
evaluative judgementassessment literacypeer assessmentcomparative judgementexemplar analysisself-assessmentsustainable assessmentJournal article Evidence summaryAt a glance
Tai and colleagues define evaluative judgement as the capability to make decisions about the quality of one’s own and others’ work. It is essential for improving current performance and for future learning and professional practice, where teachers or supervisors may no longer supply detailed feedback.
Key ideas
The authors connect evaluative judgement with assessment literacy, self-assessment, peer assessment, feedback, and sustainable assessment, but argue that the concept provides a coherent long-term curriculum goal beyond any single technique. Learners develop it through repeated encounters with standards and varied examples, making and justifying comparative judgements, producing work, receiving information from multiple sources, and revising decisions. Rubrics can help but cannot fully articulate tacit or holistic dimensions of quality. Authentic disciplinary participation and dialogue with knowledgeable others are therefore important. For educators, assessment should give students consequential practice in judging—not only being judged.
Why it matters
Useful designs include analysing exemplars, comparing anonymous work, co-constructing criteria, peer review, calibration with expert decisions, self-assessment, and revision. Development should be distributed across a programme and evaluated as growing judgement, not assumed from one isolated activity.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
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