See also Assessment & Feedback Literacy

SCLS student, James Bartoli-Edwards, presenting a paper on Evaluative Judgement at the Foundation Years Network annual conference, 2019

Bibliography:

Andrade H. I. (2010) 'Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning'. Paper presented at Northeastern Educational Research Association (NERA) conference, Connecticut.

Bartoli-Edwards, J. (2020) 'A personal account on developing evaluative judgement and a reflection on why it can be used to challenge the deficit model'. Journal of the Foundation Year Network, Vol. 2

Bjork, R., Dunlosky, J., and Kornell, N. (2013) 'Self-Regulated Learning: Beliefs, Techniques, and Illusions'. Annual Review of Psychology, 64, pp417–44.

Boud, D. (1995) Enhancing learning through self-assessment, London: Routledge.

Boud, D., Lawson, R., & Thompson, D. G. (2013) 'Does student engagement in self-assessment calibrate their judgement over time'? Assessment & Evaluation in Higher Education, 38:8, 941-956, DOI: 10.1080/02602938.2013.769198

Costello, J. (2019) 'Learning Strategies for Academic Writing' in The Learning Scientists. Available at: https://www.learningscientists.org/blog/2019/12/12-1

Hammann, L. (2005) 'Self-regulation in academic writing tasks'. International Journal of Teaching and Learning in Higher Education, 17(1), 15-26.

Mason, L.H., Harris, K.R., & Graham, S. (2011). Self-regulated strategy development for students with writing difficulties. Theory Into Practice, 50(1), 20-27. https://doi.org/10.1080/00405841.2011.534922

Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education Vol 31(2), 199-218.

Nicol, D. (2019) 'Reconceptualising feedback as an internal not an external process'. Italian Journal of Educational Research. DOI 10.7346/SIRD-1S2019-P71. Available at: https://ojs.pensamultimedia.it/index.php/sird/article/view/3270/3130

Panadero, E., Broadbent, J., Boud, D., and Lodge, J. M. (2018) ‘Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgment’ European Journal of Physchology of Education, doi: 10.1007/s10212-018-0407-8

Panadero, E., Jonsson, A., & Botella, J. (2017) 'Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses'. Educational Research Review, 22, 74-98. doi:https://doi.org/10.1016/j.edurev.2017.08.004

Rolison, J. J., Evans, J. St. B. T., Dennis, I., and Walsh, C. R. (2012) ‘Dual-processes in learning and judgment: Evidence from the multiple cue probability learning paradigm’, Organizational Behaviour and Human Decision Processes, 118(2), pp. 189-202.

Tai, J. H-M., Canny, B.J., Haines, T.P., and Molloy, E.K. (2016) ‘The role of peer-assisted learning in building evaluative judgment: opportunities in clinical medical education’ Advances in Health Sciences Education, 21(3), pp. 659-676

Tai, J. H-M., Ajjawi, R., Boud, D., Dawson, P., and Panadero, E. (2018) ‘Developing evaluative judgement: enabling students to make decisions about the quality of work’. Higher Education, 76(3), pp.467-481

Winstone, N. E., Hepper, E. G., & Nash, R. A. (2019) 'Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs'. Educational Psychology, DOI: 10.1080/01443410.2019.1693510

Winstone N.E., Nash R.A., Parker M., & Rowntree, J. (2017) 'Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes'. Educational Psychologist, 52(1), pp. 17-37.