Learning to make informed evaluative judgement of holistic competencies prepares students for well-rounded development on a lifelong and self-directed basis. However, a review of the literature reveals that empirical studies framed under evaluative judgement have not yet explicitly acknowledged the judgement of these competencies. If we are to further promote evaluative judgement as a systematic line of research worthy of independent attention, there is a need to better theorise what evaluative judgement means when it comes to judging holistic competencies. In consideration of the above, this article presents an expanded framework of evaluative judgement in the context of holistic competency development. Based on three rounds of Delphi inquiries with 14 international experts, the framework conceptualises evaluative judgement as a multi-faceted construct comprising knowledge, attitude, capability, action and identity-related dimensions. The article concludes with both theoretical and practical implications for developing students’ evaluative judgement of holistic competencies. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.
CitationLuo, J., & Chan, C. K. Y. (2023). Conceptualising evaluative judgement in the context of holistic competency development: Results of a Delphi study. Assessment & Evaluation in Higher Education, 48(4), 513-528. https://doi.org/10.1080/02602938.2022.2088690
- Evaluative judgement
- Holistic competency
- Delphi inquiry