Conceptualising Evaluative Judgement In The Context Of Holistic Competency Development: Results Of A Delphi Study

Abstract

Learning to make sound 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 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 view of this, this paper presents an expanded framework of evaluative judgement in the context of holistic competency development. Based on 3 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 paper concludes with both theoretical and practical implications for developing students’ evaluative judgement of holistic competencies.