Capability development by educational technology

The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.

Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement

Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p 0.01) and group 2 (n = 26, p 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.

Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes

Multiple benefits have been attributed to self-assessment and its ability to help develop evaluative judgement among learners. However, student and staff perceptions and what to expect throughout the self-assessment process deserves further scrutiny, particularly at the postgraduate level. To understand how students engage with self-assessment as a new skill, this study examined the experiential observations among postgraduate students and the teaching staff who implemented a self-assessment intervention designed to improve assessment and feedback procedures. Students were invited to self-assess their own written assignments prior to submission. Markers subsequently graded the work, and to provide a useful comparison, incorporated comments regarding the students’ own self-assessment within the feedback. Students from two postgraduate units subsequently completed an online survey ( n = 42) describing their impressions and insights regarding the self-assessment process. To expand upon survey findings, six ( n = 6) were randomly selected to participate in in-depths interviews. Teaching staff were invited to participate in separate interviews ( n = 5). Self-assessment triggered critical thinking and reflection among students and staff alike in different and specific ways. Inductive thematic analysis identified key domains relevant to both cohorts with multiple sub-themes. These related to (a) the ways self-assessment challenged habitual approaches to assessment tasks, (b) the capacity for providing and receiving increasingly meaningful feedback and (c) the need for initial teaching support and resources for ongoing guidance. Educators considering embedding self-assessment will find insights arising from the results useful for unit planning and future assessment design.

Perfectionism Patterns, Dark Personality, and Exercise Addiction Trend in High-Intensity Sports

The present work tries to describe the relationships among perfectionism, dark traits of personality, and exercise addiction and according to highly intense sports. Following research on perfectionism in sport, its dysfunctional facet is based on a continuous and negative cognitive-evaluative judgement about the difficulties to achieve the accomplishment of tasks or behaviors that improve their sport performance, describing how athletes configure altered thoughts or cognitive resources in their sport experiences. The Spanish versions of the Multidimensional Perfectionism Scale, the Short Dark Triad Scale, and the Exercise Addiction Inventory were applied in a sample of 462 Spanish amateur athletes (39.6% women and 60.4% men). The findings show that a more maladaptive perfectionist pattern (concern over mistakes and external criticism) is related to higher levels of dark personality traits and a greater risk of exercise addiction. However, there are no differences between runners and CrossFit users on the subject of perfectionism, dark traits, and exercise addiction scores.

University students’ perceptions towards using exemplars dialogically to develop evaluative judgement: the case of a high-stakes language test

The revived interest in the notion of ‘evaluative judgement’ in higher education is motivated by commitment of researchers and practitioners to effectively implement learning-oriented assessment and cultivate this high-order cognitive ability to develop students’ capacity for self-regulated learning. Recent studies have examined the affordances and constraints of using exemplars to develop students’ evaluative judgement in the fields of Education, Nutrition, Biology, and English for Academic Purposes. The present study, which focuses on use of exemplars in IELTS, analyzes patterns of teacher-students dialogues and 129 university students’ perceptions of using exemplars to develop their understanding of assessment standards of IELTS academic writing tasks. Qualitative data were collected through an online questionnaire, individual semi-structured interviews, and workshop observations. Findings suggest that the IELTS instructor/researcher utilized various interactive strategies to develop students’ hard, soft, and dynamic dimensions of evaluative judgement. Students identified affordances and limitations of using exemplars for language test preparation. Implications related to dialogic exemplar use to develop students’ evaluative judgement are discussed in light of the findings.