The DOI matches its Crossref record, with a small difference in title or year; 10 of the 10 references it cites were found in a registry or an index.
Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work
Abstract
By placing evaluative judgement on the agenda for curriculum reform in higher education, this book points to an underdeveloped, but potentially highly fruitful, direction for adding value to current courses.The "capability to make decisions about the quality of work of self and others" (Ajjawi et al. [Chapter 1, this volume]) is already implicit as an outcome to be developed in university courses, but many of the preceding chapters have argued that it should be actively pursued, rather than taken for granted that it will occur.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Furthermore, assessment co-creation provides an opportunity for students and teachers to lessen the negative impact of misalignment between differing assessment expectations (Boud et al., 2018).”
From Assessment design through co-creation (2025) · cites this paper as Boud et al., 2018
Citations
Cites
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138
Credibility and trust of information in online environments: The use of cognitive heuristics
Metzger, M. J., & Flanagin, A. J. (2013) · Journal of Pragmatics · doi:10.1016/j.pragma.2013.07.012 · Cited by 1,000
The University of Learning. Beyond Quality and Competence in Higher Education.
Bowden, J. A., & Marton, F. (1998) · Cited by 452
Assessment standards: the role of communities of practice and the scholarship of assessment
Price, M. (2005) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500063793 · Cited by 176
Boud, D., Lawson, R., & Thompson, D. G. (2015) · Higher Education Research & Development · doi:10.1080/07294360.2014.934328 · Cited by 138
Trust and its role in facilitating dialogic feedback
Ladyshewsky, R. K. (2012) · Routledge eBooks · doi:10.4324/9780203074336-11 · Cited by 128
Teaching students to learn : a student-centred approach
Gibbs, G. (1981) · Open Research Online (The Open University) · Cited by 121
Developing assessment for informing judgement
Boud, D. J., & Falchikov, N. (2007) · Routledge eBooks · doi:10.4324/9780203964309-23 · Cited by 67
Standards-Based Assessment for an Era of Increasing Transparency
Boud, D. (2017) · The Enabling Power of Assessment · doi:10.1007/978-981-10-3045-1_2 · Cited by 48
Boud, D., & Molloy, E. (2012) · Routledge eBooks · doi:10.4324/9780203074336-18 · Cited by 13
Cited by
Sorted by citations
Assessment in the age of artificial intelligence
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100075 · Cited by 409
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
A critical review of the arguments against the use of rubrics
Panadero, E., & Jonsson, A. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100329 · Cited by 191
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0407-8 · Cited by 190
“The empirical evidence from laboratory studies in particular points to the problematic nature of these naïve judgments (Lodge et al. 2018).”
BackgroundJohnson, C., Keating, J. L., & Molloy, E. (2020) · Medical Education · doi:10.1111/medu.14154 · Cited by 189
Metadata
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2018-04-19
- OpenAlex
- W4290699975
- Cited by
- 110
- References
- 10
- Citations by year
- 2026: 24 · 2025: 25 · 2024: 5 · 2023: 12 · 2022: 12 · 2021: 11 · 2020: 11 · 2019: 7 · 2018: 3
- FWCI
- 13.56
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Teaching and Evaluation
- Keywords
- evaluative judgments, higher education curriculum reform, quality of work, decision-making skills, course design, learning outcomes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
