Using video feedback to support students’ evaluative judgement

Evaluative judgement is the capability to make decisions about the quality of work of self and others. It is an implicit outcome of higher education, but teachers can be more strategic in addressing such intent. Video feedback may support students’ evaluative judgement as it can facilitate their understanding of quality work by clarifying intentions and assisting them in calibrating their judgements. These understandings are framed within learner-centred feedback conceptualisations, which understand feedback as a process through which students make sense of the information provided to improve the quality of their work. In this paper, we provide nine suggestions underpinned by three interrelated key learner-centred feedback principles that can usefully guide teachers using video feedback to support students’ evaluative judgement.