2025/09/30 by Cedomir Gladovic, Joanna Tai, Joanna Hong-Meng Tai +3
Decision Sciences · Social Sciences · #Evaluation and Performance Assessment #Higher Education Learning Practices #Student Assessment and Feedback
paper · doi:10.1080/07294360.2025.2559635
openalex publication_date 2025/09/30 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
To improve their academic performance and prepare themselves for life after graduation, students need to be able to judge the quality of their own work and that of others. This capability is known as evaluative judgement. Evaluative judgement is considered an essential capability for students, but its developmental process is not well understood. This study explores how the feedback process can scaffold evaluative judgement. We conducted a thematic analysis of transcripts from interviews and focus group. Our analysis indicated that professional knowledge, awareness of quality, and feedback comments are at the core of the feedback process, enabling it to scaffold evaluative judgement. While constructing professional knowledge, students became better at making judgements about the quality of the feedback they received, enabling them to aim for a higher quality of work in their work. Based on our findings, we identified that these were not linear processes and correlated strongly with the feedback process. We recommend that the feedback process fosters the construction of professional knowledge and encourages students to aim for high-quality work as a way to develop evaluative judgement.