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Evaluative judgement is the capability to make decisions about the quality of work
of oneself and others. In this paper, we propose that developing students’ evaluative judgement
should be a goal of higher education, to enable students to improve their work and to meet
their future learning needs: a necessary capability of graduates. We explore evaluative
judgement within a discourse of pedagogy rather than primarily within an assessment discourse,
as a way of encompassing and integrating a range of pedagogical practices. We trace
the origins and development of the term ‘evaluative judgement’ to form a concise definition
then recommend refinements to existing higher education practices of self-assessment, peer
assessment, feedback, rubrics, and use of exemplars to contribute to the development of
evaluative judgement. Considering pedagogical practices in light of evaluative judgement