Very little empirical work exists on the effectiveness of strategies for developing students' evaluative judgement¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Evaluative judgement has been undertheorised and under-researched, with very little empirical work on strategies for developing it. → Tai 2018

Evidence¶

Tai 2018¶

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76, 467–481. https://doi.org/10.1007/s10734-017-0220-3

q2 · i? · theoretical · r3

The authors' literature-based assessment in the introduction states that evaluative judgement "has not been the focus of sustained attention" and that empirical work on development strategies is scarce. They cite a small set of studies (Nicol et al. 2014; Tai et al. 2016; Barton et al. 2016) as the exceptions framed explicitly under the construct.

"evaluative judgement has not been the focus of sustained attention and very little empirical work exists on the effectiveness of strategies for developing students' evaluative judgement"

Discussion¶

Related Claims¶

• Judgement is theorized as the evaluative locus of educational integrity within GenAI-augmented authorship — related
• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. — a broader claim this one bears on