Summative assessment is often considered a motivator that drives students' learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students' capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal…

The present study examined how argument type (science based vs. personal case based), belief consistency (belief consistent vs. inconsistent) and reading goals (read to evaluate vs. read to learn) influence comprehension and trustworthiness evaluations for claim-conflicting multiple texts. Undergraduates read four conflicting texts about the…

Idea evaluation has been identified as a critical step in the creative problem-solving process. Yet, it is unclear how exactly individuals evaluate and compensate for weaknesses in their creative ideas. In the present study, both qualitative and quantitative methods were used to identify the compensatory strategies that undergraduate participants…

Dual-process theories of memory assume that memory is based on recollection and familiarity. A few dual-process approaches to metacognition have been proposed, which assume that metacognitive judgments, including judgments of learning (JOLs) or predictions about the likelihood of recall, are based on two, or slow and fast, processes. Prior…

To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The importance of evaluative judgement is well-established, but environments in which learners practice this capability remain unknown. This paper explores…

This study examines three core processes in undergraduates' reasoning about four different evidence types (i.e., anecdotal, observational, correlational, and causal). In particular, we examine undergraduates' processes of evidence identification, evaluation, and selection of evidence to include in writing and how these manifest across different…

This article considers the epistemological chain in adventure sports coaching through personal experiences of undergraduate adventure students using semi-structured interviews and qualitative thematic analysis. Findings showed many observable practices utilised by adventure sport coaches were epistemologically sophisticated. This included…

Contemporary theories of decision-making are compared with respect to their predictions about the judgments that are hypothesized to underlie risky choice framing effects. Specifically, we compare predictions of psychophysical models, such as prospect theory, to the cognitive representational approach of fuzzy-trace theory in which the presence or…

Engaging students actively in assessment, using a range of formative activities, consistently over sustained periods is a common recommendation in the assessment for learning literature. Despite this, practice still lags behind. Our case study aims to bridge the widening gap between theory and practice by illustrating the application of recent…

The historical tendency to view medicine as both an art and a science may have contributed to a disinclination among clinicians towards cognitive science. In particular, this has had an impact on the approach towards the diagnostic process which is a barometer of clinical decision-making behaviour and is increasingly seen as a yardstick of…

Rubrics have been suggested as a means to foster students' evaluative judgement, the capacity to appraise their own work and that of others; however, empirical evidence of rubrics' effectiveness is still emerging. This paper contributes findings from a randomised controlled experiment on the effect of rubrics on evaluative judgement. Participants…

Feedback literacy in higher education has come as a reaction to the ineffective focus on teacher's delivery of feedback and its passive reception by students rather than on students' active participation in receiving feedback and constructing it (Nicol & Macfarlane-dick, 2006; Nicol, 2019). Therefore, the aim of this theoretical paper is to…

This study investigates whether laypersons can distinguish between creative and non-creative artifacts, identify when creativity emerges, and be aware of the merit to be attributed to those who conceive a creative idea. Study 1 analyzed a creative and a non-creative version of two advertisements. In the creative version, there was an ideational…

In evaluative conditioning, if one shape (conditional stimulus [CS]; CSp) is paired with pleasant unconditional stimulus (US) images and another (CSu) is paired with unpleasant US images differential CS valence and US expectancy develops, such that participants evaluate the CSp as more pleasant and more predictive of pleasant images than the CSu.…

The notion of 'feedforward' has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic…