The article "Developing Evaluative Judgement for a Time of Generative Artificial Intelligence" by Margaret Bearman, Joanna Tai, Phillip Dawson, David Boud, and Rola Ajjawi explores the intersection of generative AI and evaluative judgement in higher education. The authors argue that as generative AI becomes increasingly prevalent, it is crucial to develop students' evaluative judgement—the capability to judge the quality of their own and others' work. They propose three key areas for focus: developing evaluative judgement of generative AI outputs, developing evaluative judgement of generative AI processes, and using generative AI to assess students' evaluative judgements. The article emphasizes that evaluative judgement is a uniquely human capability that requires understanding and contextualizing quality, and that assessment practices can play a vital role in fostering this skill. The authors also discuss the potential risks of uncritical use of generative AI and the importance of ethical considerations in its application. They conclude that while generative AI can support the development of evaluative judgement, it is essential to maintain human oversight and ensure that students do not rely solely on AI for quality assessments.The article "Developing Evaluative Judgement for a Time of Generative Artificial Intelligence" by Margaret Bearman, Joanna Tai, Phillip Dawson, David Boud, and Rola Ajjawi explores the intersection of generative AI and evaluative judgement in higher education. The authors argue that as generative AI becomes increasingly prevalent, it is crucial to develop students' evaluative judgement—the capability to judge the quality of their own and others' work. They propose three key areas for focus: developing evaluative judgement of generative AI outputs, developing evaluative judgement of generative AI processes, and using generative AI to assess students' evaluative judgements. The article emphasizes that evaluative judgement is a uniquely human capability that requires understanding and contextualizing quality, and that assessment practices can play a vital role in fostering this skill. The authors also discuss the potential risks of uncritical use of generative AI and the importance of ethical considerations in its application. They conclude that while generative AI can support the development of evaluative judgement, it is essential to maintain human oversight and ensure that students do not rely solely on AI for quality assessments.