Developing students’ capacities for evaluative judgement through analysing exemplars

Carless, David; Chan, Kin-man; To, Jessica; Lo, Margaret C.; Barrett, Elizabeth

doi:10.4324/9781315109251-12

Cited by 23 publications

(16 citation statements)

References 7 publications

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“…Exemplars. A further suggested strategy for the development of evaluative judgment is the use of exemplars of acceptable standards (Lipnevich et al, 2014;Carless, Chan, To, Lo, & Barrett, 2018). RiPPLE currently provides these through two general guides.…”

Section: Strategiesmentioning

confidence: 99%

Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Khosravi

Gyamfi

Hanna

et al. 2021

JLA

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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.

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Section: Strategiesmentioning

confidence: 99%

Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Khosravi

Gyamfi

Hanna

et al. 2021

JLA

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show abstract

“…However, the use of this strategy is not without a risk. Several students may see these past-year reports as a shortcut route to complete their projects [24]. Thus, they attempt to copy the final schematic from these reports and passed it on as their own, without going through the hassles of complete design life cycle.…”

Section: Scaffoldingmentioning

confidence: 99%

Effective Strategies for Project-Based Learning of Practical Electronics

Mohd-Yasin

2021

Electronics

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Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

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“…The rationale for their rankings is then discussed and compared with our own, with a focus on both students and teachers making the reasons for their judgements explicit, rather than presenting the teacher's as the 'right' answer. Examples for supporting learning from exemplars through scaffolding and dialogue can be found in Carless et al (2018).…”

Section: Developing Evaluative Judgementmentioning

confidence: 99%

Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning

Reimann¹,

Sambell²,

Sadler³

et al. 2021

Handbook of Teaching and Learning at Business Schools

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The chapter outlines the paradigm shift that has characterised debates around assessment and feedback in higher education, triggered in particular by high levels of student dissatisfaction.It then presents contemporary models of assessment and discusses the conditions under which assessment supports learning. It is argued that the notion of 'Assessment for Learning' offers a way of articulating as well as progressing some of the key contemporary concerns and practices of business educators. While these conditions can already be observed in Business Schools, most notably in a keen interest in authenticity, suggestions are made for how they can be built on further to advance innovation in assessment and feedback practices in business and management contexts. The chapter concludes with vignettes which show real examples of ways in which these conditions have been put into practice.

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Developing students’ capacities for evaluative judgement through analysing exemplars

Cited by 23 publications

References 7 publications

Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Effective Strategies for Project-Based Learning of Practical Electronics

Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning

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