Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Abstract

The value of students developing the capacity to accurately judge the quality of their work and that of others has been widely studied and recognized in higher education literature. To date, much of the research and commentary on evaluative judgment has been theoretical and speculative in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgment. The efficacy of the strategies remains largely untested. The rise of educational tools and technologies that generate data on learning activities at an unprecedented scale, alongside insights from the learning sciences and learning analytics communities, provides new opportunities for fostering and supporting empirical research on evaluative judgment. Accordingly, this paper offers a conceptual framework and an instantiation of that framework in the form of an educational tool called RiPPLE for data-driven approaches to investigating the enhancement of evaluative judgment. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgment, are presented.

Incorporating AI and learning analytics to build trustworthy peer assessment systems

“…Engaging students in peer assessment has been demonstrated to have various benefits for the assessors, assessees and instructors. Assessors gain the opportunity to improve their comprehension of the content (Li et al, 2010), develop a greater sense of accountability (Kao, 2013) and evaluative judgement (Nicol et al, 2014; Tai et al, 2018; Khosravi et al, 2021; Gyamfi et al, 2021), improve their writing (Polisda, 2017), and gain experience in providing constructive feedback (Lundstrom & Baker, 2009). Assessees gain the opportunity to receive more immediate and individualised feedback (Kulkarni et al, 2015) from peers with diverse perspectives (Cho & MacArthur, 2011; Patchan & Schunn, 2015), which are perceived as less authoritative and more open to a reciprocal exchange of views and negotiation (Topping, 2009).…”

Contenido multimedia generado por el estudiante como estrategia de aprendizaje activo y colaborativo: Una experiencia piloto en la ETSIT de la Universidad de Málaga

“…A pesar de los potenciales beneficios de esta práctica, a muchos autores les preocupa el valor educativo de cierto contenido generado por los estudiantes, ya que pueden presentar errores conceptuales [55]. Por tanto, se hace más que evidente que antes de que el contenido generado por los estudiantes pueda ser utilizado de manera generalizada, es necesario realizar un proceso de evaluación para distinguir entre recursos de baja y alta calidad [56].…”