Reflection to the following papers
1. Tai, J., Ajjawi, R., Boud, D., Dawson, P., Panadero, E. (2018). Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work. Higher Education: The International Journal of Higher Education Research, 76(3), 467–481.
2. Sadler, Royce D. (2010). Beyond feedback: developing capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550.
and the youtube video
3. https://www.youtube.com/watch?v=7Akg2hBnGCk

The paper "Developing evaluative judgement: enabling students to make decisions about the quality of work" is about evaluative judgement, which is partly overlapping with the concept of self- and peer evaluation. Much nicer than the overelaborated paper by Sadler, which is merely identifying a problem, this piece proposes actionable finetuning to existing practises to improve the stituation of the student being a passive object of assessment.

I think, this is common sense: In real life, people constantly need to evaluate themselves (and others). This is a meta-ability, which is a basic requirement for future learning, development and professional success and puts the learner essentially to the same level as the teacher (if it wasn't for the pesky grades, which nobody seems to be able to get rid of). Inerestingly, this (as well as the other paper) argues to a certain degree against our beloved concise rubrics as  "critically assess a performance in relation to a predefined BUT NOT NECESSARILY EXPLICIT standard (emphasis add by myself, Sadler is even more explicit). This is expected, since thre seems not to be a single concept, for which there is not an academic arguing against it. However, I argue that the notion that the ability becomes less analytical (and more intuitive) with more experience and expertise is a false one as expert intuition is just a different type of analytical method (in medical practitioners it moves from labor-intensive decision trees to quick pattern recognition).
The authors propose an explicit rather than an implicit approach to help students with evaluative assessment and suggest finetuning of five existing practises to improve the students' evaluative judgement skills: self-assessment, peer-assessment, feedback, rubrics and exemplars (why not to use the much more common word "example"?).
 
When I say "actionable" finetuning above, than this remains  more often than not (read: always) on the theoretical level in my real life (both as teacher and as a student). 
Some examples: I still am waiting for rubrics being co-created by students and teachers (didn't happen in this course either, did it?). The only exemplars I have come across are always and only my own creations. I would like to see also some previous students' attempts (e.g. at the reflective assignment, which I am struggling with) and their final gradings. Please, give me that opportunity! Actually, I have the same problem in my role as a researcher with my current grant applications. Even though I have altogether collected well beyond 2 Mio. € in grants for UH, I have not yet seen any other researcher's grant application. Not a good starting point to get better, but the university talks all the time about "assisting with grant applications" which I have so far never experienced (except once: for the ERC). Exemplars would be the way to go.

Similar to the Tai et al. paper, the video (which I would not call an interview, but a monologue) puts much emphasis on students' ability for self evaluation. For me personally, the most important part of the video were the last few moments with the advice to look at the effects of the teacher's assessment practises and feedback practises. However, assessment still mostly happens (also in this course) at the very end of the course. I as the teacher only rarely can have a look at the effects, beause I mostly do not encounter the same students after assessment again. However, I can see the effects in those students who have done a thesis project (BSc, MSc or PhD) in my lab, because I mostly follow their career path. However, the advice to look at the effects is of course not new, but close to 2000 years old: "Wherefore by their fruits ye shall know them." (Matthew 7, 20). Interestingly (but not applicable to Finland?) is the legal requirement to modernize the assessment system in the UK universities. I personally doubt that this is something that the lawmaker should tackle: Universities should stay independend and politicians should not have any say in how things are done at universities apart from a very braod framework (and I would dare to say that most academics are of the same opinion, the government in Finland has already too much influence on universities simly by the fact that they decide about the money distribution scheme).