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Learning to make informed 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 not 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 consideration of the above, this article presents an expanded framework of evaluative judgement in the context of holistic competency development. Based on three 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 article concludes with both theoretical and practical implications for developing students' evaluative judgement of holistic competencies.

Intensive research attention has focused on developing students' evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students' evaluative judgement of intercultural competence. A total of 815 Chinese engineering students participated in the pilot and formal phases of validation. Following sequential exploratory-confirmatory factor analyses, the final instrument contains 27 items covering six dimensions. Validity and reliability evidence supports the correlated six-factor model and a higher-order factor model. The study provides educators and policymakers with a useful tool to understand students' development in their evaluative judgement of intercultural competence. More importantly, for students themselves, the instrument facilitates self-reflection and helps them achieve greater autonomy in directing their development and growth. Although the study adopts a situated approach to measure evaluative judgement, we also discuss the possibility of adapting this instrument for other judgement contexts.

There is a widespread belief that youth mentoring contributes to students' holistic competency development, but research has not yet provided enough clarity on how exactly this contribution is made possible. To address this gap, in the current study we explore different mentoring strategies and their impacts on mentees' holistic competency development in an extracurricular mentoring programme for secondary school students in Hong Kong. Informed by both mentors' interviews and mentees' written/video reflections, we present three scenarios illustrative of the connection between mentoring strategies and impacts. Through detailed vignettes, we offer a productive and situated approach to understand the extent to which certain mentoring strategies are more likely to contribute to particular holistic competency outcomes.

For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students' evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-based interviews. The findings reveal that in the process of judgement-making, students negotiate and navigate multiple dimensions, including their 'knowledge of intercultural competence', 'awareness of bias', 'attitude towards development', 'capability to judge', 'action towards improvement' and 'identity as assessor'. Building on these findings, the study further reconceptualises evaluative judgement as a negotiated process rather than a capability.

In recent years, there have been increasing efforts to formally assess holistic competencies. These efforts tend to be policy and expert driven, overlooking students' subjectivities in being assessed. Questions remain about how prepared students are for holistic competency assessment. To address this research gap, we conducted 2150 surveys and 17 focus group interviews (N = 73) with Hong Kong university students, attempting to understand their level of preparedness through the lens of student assessment literacy. Findings suggest that while students may be reasonably prepared for holistic competency assessment, they also raise a range of issues that require further deliberation in assessment planning (e.g. how to report assessment results; the form of support provided to students; democratising the assessment process).

While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the 'students as partners' context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed 'unfitting' to the 'ideal' mentor standards in research and practices. These three cases presented how mentors' mentoring practices were influenced by their dispositions, and identified a growth pattern in holistic competencies which could in return benefit these student mentors' future development. A conceptual model has been designed to capture the potential relationship between mentoring, mentor dispositions and holistic competency development. Both theoretical and practical implications have been made to increase inclusive participation and to provide equitable learning opportunities for more students in higher education.

Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers' perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers' competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers' varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education.

Objective To evaluate the feasibility and effectiveness of colonoscopy, fecal immunochemical test(FIT) and risk-adapted screening strategies in population-based colorectal cancer screening. Methods Based on the randomized controlled trial of colorectal cancer screening(TARGET-C) which was carried out in 6 centers of 5 provinces in China from May 2018 to May 2021, the participants who met the inclusion criteria of the study were randomly assigned to one of the following screening intervention groups in a ratio of 1∶2∶2, which were colonoscopy group, FIT group and risk-adapted screening group(participants evaluated to be at high risk were recommended to undertake colonoscopy, those at low risk were recommended to undertake FIT and FIT positive people received colonoscopy). The 3 groups received different schemes of colorectal cancer screening, in which the colonoscopy group only received baseline screening, whereas the FIT group and the risk-adapted screening group received annual follow-up screening on the basis of baseline screening. The main outcome was the detection rate for advanced colorectal neoplasm(including colorectal cancer and advanced adenoma). The participation rate, detection rate for any neoplasm and resource load of colonoscopy among different screening groups were further analyzed. Results A total of 19 373 participants meeting the inclusion and exclusion criteria were enrolled, including 8082 males(41.7%) and 11 291 females(58.3%), with an average age of (60.5±6.5) years. Among them, 3883 were in the colonoscopy group, 7793 in the FIT group, and 7697 in the risk-adapted screening group. After 1 or 3 rounds of screening(2 rounds of follow-up screening completed in FIT group and risk-adapted screening group), the overall participation was the highest for the FIT group(99.3%), followed by the risk-adapted screening group(89.2%) and the coloscopy group(42.3%). According to the intention-to-treat analysis, the detection rates of advanced neoplasm in the colonoscopy group was higher than that in the FIT group(2.76% vs. 2.17%, ORcolonoscopy vs FIT=1.30, 95% CI: 1.01-1.65, P=0.037); there were no statistically significant differences regarding the detection rates of advanced neoplasm between the colonoscopy group and the risk-adapted screening group(2.76% vs. 2.35%, ORcolonoscopy vs risk-adapted screening=1.19, 95% CI: 0.93-1.51, P=0.156), and between the risk-adapted screening group and the FIT group(2.35% vs. 2.17%, ORrisk-adapted screening vs FIT=1.09, 95% CI: 0.88-1.34, P=0.440). The number of colonoscopies needed to be performed to detect one advanced neoplasm was used as an indicator to evaluate the resource load of colonoscopy. The number was the highest for the coloscopy group(15.4), followed by the risk-adapted screening group(10.2) and the FIT group(7.8). Conclusions The risk-adapted screening strategy is feasible and effective in population-based colorectal cancer screening, and could serve as an effective supplement to the traditional colonoscopy and FIT-based colorectal cancer screening strategies.

The recent upsurge of supplementary education has brought something attention-grabbing to the mediascape in China -- educational ethos, inclusive of pedagogies and teaching ideals, is being widely marketed and increasingly used as a benchmark of 'quality' in education. This study explores the ways in which educational ethos in China is advertised by companies providing supplementary English education for elementary school students (SEEE), and investigates how mainstream teachers perceive the influence of the ethos on mainstream schooling. Ethos was first mapped out through investigation of 10 leading SEEE companies' websites, and 6 mainstream teachers were subsequently interviewed. A schematic paradigm was created to capture advertised ethos which indicates bottom-up educational development towards more interactive and practical English education in China. Interview findings identify three key levels of influence on mainstream schooling: (1) institutional, including accelerating pedagogical reforms; (2) interpersonal, such as increasing teacher--parent tension, and; (3) individual views on language education.

With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers' perspectives on the assessment of written reflections by interviewing six university teachers in Hong Kong, who respectively assessed written reflections by 135 students. Teachers' understandings of reflective writing, teachers' understandings of assessing reflections, as well as teacher training are discussed in this exploratory study. The findings provide insight into how reflection is currently understood among teachers, also offering suggestions for reflective practices in higher education.

As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the extent to which previous conceptualisations of student assessment literacy also apply to assessing holistic competencies. Findings are subsequently used as a base for discussion towards a new framework of student assessment literacy in holistic competency development which constitutes four dimensions, i.e. knowledge, attitude, action and critique. The renewed framework incorporates features specific to holistic competency assessment, further highlights students' critical engagement with assessment, and understands learners as active agents who exercise discretion in holistic competency assessment.

Scholars are calling increasingly for educational reform to embed meaningful out-of-class events in the current curriculum, in order to enhance students' generic competency development. Towards this goal, featuring self-confidence as an important generic competency, this mixed-method study explores key characteristics of extracurricular activities that lead to enhancement of students' self-confidence. Based on an extracurricular program designed for developing students' generic competencies, including self-confidence, questionnaire data was collected from 423 secondary school students in Hong Kong alongside 133 reflective journals. Four important activity characteristics--i.e. authenticity, being challenging, expressivity and reflectivity--have been identified to inform future activity and curricular design.

This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi's 'What's the problem represented to be' (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems in this AI-mediated assessment landscape and how these problems are represented in policies. Although miscellaneous GenAI-related problems were mentioned in these policies (e.g. reliability of AI-generated outputs, equal access to GenAI), the primary problem represented is that students may not submit original work for assessment. In the current framing, GenAI is often viewed as a type of external assistance separate from the student's independent efforts and intellectual contribution, thereby undermining the originality of their work. We argue that such problem representation fails to acknowledge how the rise of GenAI further complicates the process of producing original work and what it means by originality in a time when knowledge production becomes increasingly distributed, collaborative and mediated by technology. Therefore, a critical silence in higher education policies concerns the evolving notion of originality in the digital age and a more inclusive approach to address the originality of students' work is required. [ABSTRACT FROM AUTHOR]

In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research.