The recognition of an active and co-responsible role of learners in assessment has grown in importance over time. In particular, the “assessment as learning” approach highlights how assessment processes contribute to the developing of learners’ competences and engagement. In recent years, attention has been given to the concept of evaluative judgement, both as an approach to formative assessment practices in the classroom and as an essential skill for lifelong learning. This paper presents the results of an educational study on summarising in relation to its effectiveness in the development of students’ evaluative judgement and self-efficacy. The research involved a fifth-grade primary school class and utilized various assessment and self-assessment strategies and instruments, such as the use of scripts, exemplars, and rubrics, as part of a mixed methods research approach.