Boud / Ajjawi / Dawson Developing Evaluative Judgement in Higher Education

Assessment for Knowing and Producing Quality Work
1. Auflage 2018
ISBN: 978-1-351-61252-4
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 218 Seiten

A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessmentthat develop the critical skills of its students.

Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice design from a range of disciplines, this book demystifies the concept of evaluative judgement and shows how it might be integrated and encouraged in a range of pedagogical contexts. Contributors develop various understandings of this often poorly understood concept and draw on their experience to showcase a toolbox of strategies including peer learning, self-regulated learning, self-assessment and the use of technologies.

A key text for those working with students in the higher education system, Developing Evaluative Judgement in Higher Education will give readers the knowledge and confidence required to promote these much-needed skills when working with individual students and groups.

Autoren/Hrsg.

Boud, David

Ajjawi, Rola

Dawson, Phillip

Tai, Joanna

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

List of figures and tables Acknowledgements List of Contributors Chapter 0: Introduction: what is evaluative judgement?, Phillip Dawson, Rola Ajjawi, David Boud and Joanna Tai Section 1: Conceptualising Evaluative Judgement Chapter 1: Conceptualising evaluative judgement for sustainable assessment in higher education, Rola Ajjawi, Joanna Tai, Phillip Dawson and David Boud Chapter 2: Evaluative judgement for learning to be in a digital world, Gloria Dall’Alba Chapter 3: Epistemic resourcefulness and the development of evaluative judgement, Peter Goodyear and Lina Markauskaite Section 2: Alternative Theoretical Perspectives on Evaluative Judgement Chapter 4: Problematising standards: representation or performance?, Rola Ajjawi and Margaret Bearman Chapter 5: Barriers to the cultivation of evaluative judgement: a critical and historical perspective, Robert Nelson Chapter 6: Limits to evaluative judgement, Gordon Joughin Chapter 7: Understanding, assessing and enhancing student evaluative judgement in digital environments, Jason M. Lodge, Gregor Kennedy and John Hattie Section 3: Approaches to Developing Evaluative Judgement Chapter 8: Developing evaluative judgement: a self-regulated learning perspective, Ernesto Panadero and Jaclyn Broadbent Chapter 9: Understanding self-regulated learning in open-ended online assignment tasks, Sue Bennett, Lori Lockyer, Gregor Kennedy and Barney Dalgarno Chapter 10: Exemplars, feedback and bias: how do computers make evaluative judgements?, Phillip Dawson Chapter 11: Developing students’ capacities for evaluative judgment through analysing exemplars, David Carless, Kennedy Kam Ho Chan, Jessica To, Margaret Lo and Elizabeth Barrett Chapter 12: Designing for technology-enabled dialogic feedback, Michael Henderson, Michael Phillips and Tracii Ryan Chapter 13: The practicalities of using assessment management to develop evaluative judgement, Cath Ellis Chapter 14: Strategies for fostering the development of evaluative judgement, Darrall G. Thompson and Romy Lawson Section 4: Evaluative Judgement for Practice and Work Chapter 15: Prefigurement, identities and agency: the disciplinary nature of evaluative judgement, Margaret Bearman Chapter 16: The role of peers in developing evaluative judgement, Joanna Tai and Samantha Sevenhuysen Chapter 17: Building evaluative judgement through the process of feedback, Christina Johnson and Elizabeth Molloy Chapter 18: Using workplace-learning narratives to explore evaluative judgment in action, Charlotte E. Rees, Alison Bullock, Karen L. Mattick and Lynn V. Monrouxe Chapter 19: Creating an agenda for developing students’ evaluative judgement, David Boud, Phillip Dawson, Joanna Tai and Rola Ajjawi

Über Autor(innen)

Professor David Boud is Foundation Director of the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Australia.

Dr Rola Ajjawi is Senior Research Fellow at CRADLE.

Associate Professor Phillip Dawson is Associate Director of CRADLE.

Dr Joanna Tai is Research Fellow at CRADLE.