judgement is fundamental in enabling learners to understand their own work, and also for assessors making assessments. Feedback and judgement are intertwined: … to rethink the unilateral notion of feedback from one in which information is transmitted from the teacher to the student to a bilateral and multilateral one which positions students as active learners seeking to inform their own judgments through resort to information from various others. (Boud & Molloy, 2013, p. 699) To develop learners’ judgement for learning beyond the immediate course, and to inform their practice so that “not only do they have the capabilities to produce work that meets the standards of others, but also they can make their own informed judgments about the process of production of that work, drawing upon the full range of resources available to them” (ibid., pp. 704–705), we may consider the curriculum features in Figure 5.6.
Figure 5.6: Developing judgement
(Source: Boud & Molloy, 2013, p. 707).
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