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Evaluative judgement is the capability to make decisions about the quality of workof oneself and others. In this paper, we propose that developing students’evaluative judgementshould be a goal of higher education, to enable students to improve their work and to meettheir future learning needs: a necessary capability of graduates. We explore evaluativejudgement within a discourse of pedagogy rather than primarily within an assessment dis-course, as a way of encompassing and integrating a range of pedagogical practices. We tracethe origins and development of the term‘evaluative judgement’to form a concise definitionthen recommend refinements to existing higher education practices of self-assessment, peerassessment, feedback, rubrics, and use of exemplars to contribute to the development ofevaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyondhigher education settings