University students’ perceptions towards using exemplars dialogically to develop evaluative judgement: the case of a high-stakes language test

Abstract The revived interest in the notion of ‘evaluative judgement’ higher education is motivated by commitment researchers and practitioners to effectively implement learning-oriented assessment cultivate this high-order cognitive ability develop students’ capacity for self-regulated learning. Recent studies have examined affordances constraints using exemplars evaluative judgement fields Education, Nutrition, Biology, English Academic Purposes. present study, which focuses on use IELTS, analyzes patterns teacher-students dialogues 129 university perceptions their understanding standards IELTS academic writing tasks. Qualitative data were collected through an online questionnaire, individual semi-structured interviews, workshop observations. Findings suggest that instructor/researcher utilized various interactive strategies hard, soft, dynamic dimensions judgement. Students identified limitations language test preparation. Implications related dialogic exemplar are discussed light findings.