chapter  14
Strategies for fostering the development of evaluative judgement
ByDarrall G. Thompson, Romy Lawson
Pages 9

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.