Practice narrative on the adaptation and use of a training device for evaluative judgment based on concordance

Abstract

There remains a scarcity of opportunities for future educators to test their interpretations of complex, uncertain, or ambiguous questions in learning assessment and to obtain formative feedback on these questions. This article proposes a pedagogical practice based on the adaptation and the use of a Concordance-of-Judgment educational device to exercise future educators’ evaluative judgment. The theoretical foundations of the educational device, the principles of its design as well as the contextual factors that have influenced its adaptation in an educational context are discussed. Such exercise allows us to identify some of the benefits of using the device to promote the development of educators’ evaluative judgment.