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2019

What makes for effective feedback: staff and student perspectives

P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, E Molloy

(2019), Vol. 44, pp. 25-36, Assessment and evaluation in higher education, Abingdon, Eng., C1

journal

Does the use of summative peer assessment in collaborative group work inhibit good judgement?

B Sridharan, J Tai, D Boud

(2019), Vol. 77, pp. 853-870, Higher education, Cham, Switzerland, C1

journal

Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia

N Winstone, D Boud

(2019), Vol. 38, pp. 411-425, Higher education research and development, Abingdon, Eng., C1

journal

Threats to student evaluative judgement and their management

G Joughin, D Boud, P Dawson

(2019), Vol. 38, pp. 537-549, Higher education research and development, Abingdon, Eng., C1

journal

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

E Panadero, J Broadbent, D Boud, J Lodge

(2019), Vol. 34, pp. 535-557, European journal of psychology of education, New York, N.Y., C1

journal

The effects of peer judgements on teamwork and self-assessment ability in collaborative group work

B Sridharan, D Boud

(2019), Vol. 44, pp. 894-909, Assessment and evaluation in higher education, Abingdon, Eng., C1

journal
2018

Reframing assessment research: through a practice perspective

D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy

(2018), Vol. 43, pp. 1107-1118, Studies in higher education, Abingdon, Eng., C1

journal

Refocusing portfolio assessment: curating for feedback and portrayal

J Clarke, D Boud

(2018), Vol. 55, pp. 479-486, Innovations in education and teaching international, Abingdon, Eng., C1

journal

Navigating the demands of academic work to shape an academic job

A Brew, D Boud, K Crawford, L Lucas

(2018), Vol. 43, pp. 2294-2304, Studies in higher education, Abingdon, Eng., C1

journal

Implementing summative assessment with a formative flavour: a case study in a large class

J Broadbent, E Panadero, D Boud

(2018), Vol. 43, pp. 307-322, Assessment and evaluation in higher education, Abingdon, Eng., C1

journal

Academic artisans in the research university

A Brew, D Boud, L Lucas, K Crawford

(2018), Vol. 76, pp. 115-127, Higher education, Cham, Switzerland, C1

journal

Examining the nature and effects of feedback dialogue

R Ajjawi, D Boud

(2018), Vol. 43, pp. 1106-1119, Assessment and Evaluation in Higher Education, Abingdon, Eng., C1

journal

The influence of professional doctorates on practice and the workplace

D Boud, A Fillery-Travis, N Pizzolato, B Sutton

(2018), Vol. 43, pp. 914-926, Studies in higher education, Abingdon, Eng., C1

journal

The potential and paradox of informal learning

D Boud, D Rooney

(2018), pp. 131-152, Informal learning at work : triggers, antecedents, and consequences, London, Eng., B1

chapter

The development of student feedback literacy: enabling uptake of feedback

D Carless, D Boud

(2018), Vol. 43, pp. 1315-1325, Assessment and evaluation in higher education, Abingdon, Eng., C1

journal

Creating an agenda for developing students' evaluative judgement

D Boud, P Dawson, J Tai, R Ajjawi

(2018), pp. 186-195, Developing evaluative judgement in higher education: assessment for knowing and producing quality work, Abingdon, Eng., B1

chapter

Conceptualising evaluative judgement for sustainable assessment in higher education

R Ajjawi, J Tai, P Dawson, D Boud

(2018), pp. 7-17, Developing evaluative judgement in higher education: assessment for knowing and producing quality work, Abingdon, Eng., B1

chapter
2017

Researching feedback dialogue: an interactional analysis approach

R Ajjawi, D Boud

(2017), Vol. 42, pp. 252-265, Assessment and evaluation in higher education, London, Eng., C1

journal

How technology shapes assessment design: findings from a study of university teachers

S Bennett, P Dawson, M Bearman, E Molloy, D Boud

(2017), Vol. 48, pp. 672-682, British journal of educational technology, London, Eng., C1

journal

The role of research education coordinators in building research cultures in doctoral education

A Brew, D Boud, J Malfroy

(2017), Vol. 36, pp. 255-268, Higher education research and development, Abingdon, Eng., C1

journal

How university teachers design assessments: a cross-disciplinary study

M Bearman, P Dawson, S Bennett, M Hall, E Molloy, D Boud, G Joughin

(2017), Vol. 74, pp. 49-64, Higher education, Dordrecht, The Netherlands, C1

journal

Improving assessment tasks through addressing our unconscious limits to change

G Joughin, P Dawson, D Boud

(2017), Vol. 42, pp. 1221-1232, Assessment & evaluation in higher education, Abingdon, Eng., C1

journal

Responding to university policies and initiatives: the role of reflexivity in the mid-career academic

A Brew, D Boud, L Lucas, K Crawford

(2017), Vol. 39, pp. 378-389, Journal of higher education policy and management, Abingdon, Eng., C1

journal

Investigating invisible writing practices in the engineering curriculum using practice architectures

R Goldsmith, K Willey, D Boud

(2017), pp. 1-14, European journal of engineering education, Abingdon, Eng., C1

journal

Developing evaluative judgement: enabling students to make decisions about the quality of work

J Tai, R Ajjawi, D Boud, P Dawson, E Panadero

(2017), Vol. 76, pp. 467-481, Higher education, Cham, Switzerland, C1

journal

Standards-based assessment for an era of increasing transparency

David Boud

(2017), Vol. 5, pp. 19-31, Scaling up assessment for learning in higher education, Singapore, B1

chapter
2016

Simulation in higher education: a sociomaterial view

N Hopwood, D Rooney, D Boud, M Kelly

(2016), Vol. 48, pp. 165-178, Educational philosophy and theory, London, Eng., C1-1

journal

Sustainable assessment revisited

D Boud, R Soler

(2016), Vol. 41, pp. 400-413, Assessment and evaluation in higher education, Abingdon, Eng., C1

journal

Taking professional practice seriously : implications for deliberate course design

D Boud

(2016), Vol. 17, pp. 157-173, Educating the deliberate professional : preparing for future practices, Cham, Switzerland, B1-1

chapter

Research productivity and academics' conceptions of research

A Brew, D Boud, S Namgung, L Lucas, K Crawford

(2016), Vol. 71, pp. 681-697, Higher education, Dordrecht, The Netherlands, C1

journal

Enhancing students' learning through simulation: dealing with diverse, large cohorts

M Kelly, N Hopwood, D Rooney, D Boud

(2016), Vol. 12, pp. 171-176, Clinical simulation in nursing, Amsterdam, The Netherlands, C1

journal

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

C Johnson, J Keating, D Boud, M Dalton, D Kiegaldie, M Hay, B McGrath, W McKenzie, K Nair, D Nestel, C Palermo, E Molloy

(2016), Vol. 16, pp. 1-11, BMC medical education, London, Eng., C1

journal

Support for assessment practice: developing the assessment design decisions framework

M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy

(2016), Vol. 21, pp. 545-556, Teaching in higher education, London, Eng., C1

journal

Learning to teach as the development of practice

D Boud, A Brew

(2016), pp. 77-92, Theorising learning to teach in higher education, Abingdon, Eng., B1

chapter
2015

Engineers' professional learning: a practice-theory perspective

A Reich, D Rooney, A Gardner, K Willey, D Boud, T Fitzgerald

(2015), Vol. 40, pp. 366-379, European journal of engineering education, Abingdon, Eng., C1-1

journal

Reimagining site walks: sites for rich learning

D Rooney, A Gardner, K Willey, A Reich, D Boud, T Fitzgerald

(2015), Vol. 20, pp. 1-1, Australasian journal of engineering education, Sydney, N.S.W., C1-1

journal

Reflective teaching in higher education

Paul Ashwin, David Boud, Kelly Coate, Fiona Hallett, Kerri-Lee Krause, Brenda Leibowitz, Iain MacLaren, Jan McArthur, Velda McCune, Michelle Tooher, Elaine Keane

(2015), New York, N.Y., A1-1

book

Feedback: ensuring that it leads to enhanced learning

David Boud

(2015), Vol. 12, pp. 3-7, Clinical teacher, London, Eng., C1-1

journal

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

David Boud, Romy Lawson, Darrall Thompson

(2015), Vol. 34, pp. 45-59, Higher education research & development, London, Eng., C1-1

journal

The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens

D Rooney, N Hopwood, D Boud, M Kelly

(2015), Vol. 8, pp. 269-285, Vocations and learning, Dodrecht, The Netherlands, C1-1

journal
2014

Patterns of resistance in managing assessment change

C Deneen, D Boud

(2014), Vol. 39, pp. 577-591, Assessment and evaluation in higher education, London, Eng., C1-1

journal

The coordination role in research education: emerging understandings and dilemmas for leadership

David Boud, Angela Brew, Robyn Dowling, Margaret Kiley, Jo McKenzie, Janne Malfroy, Kevin Ryland, Nicky Solomon

(2014), Vol. 36, pp. 440-454, Journal of higher education policy and management, London, Eng., C1-1

journal

Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward

Linda Gregory, Nick Hopwood, David Boud

(2014), Vol. 28, pp. 200-205, Journal of interprofessional care, London, Eng., C1-1

journal

Engineers' professional learning: through the lens of practice

D Rooney, K Willey, A Gardner, D Boud, A Reich, T Fitzgerald

(2014), pp. 265-280, Engineering practice in a global context : understanding the technical and the social, London, Eng., B1-1

chapter

What can higher education learn from the workplace?

D Boud, D Rooney

(2014), pp. 195-209, Transforming processes and perspectives to reframe higher education, Berlin, Germany, B1-1

chapter

Feedback models for learning, teaching and performance

E Molloy, D Boud

(2014), pp. 412-424, Handbook of research on educational communications and technology, Berlin, Germany, B1-1

chapter

Zku?enost pat? ?lov?ku

D Boud

(2014), pp. 39-46, Reflexe v procesu u?en : desetkra?t stejne? a pr?ece jinak..., Brno, Czech Republic, B1-1

chapter

Shifting views of assessment: from secret teachers' business to sustaining learning

D Boud

(2014), pp. 13-31, Advances and innovations in university assessment and feedback, Edinburgh, Scotland, B1-1

chapter
2013

Assessment might dictate the curriculum, but what dictates assessment?

Phillip Dawson, Margaret Bearman, David Boud, Matt Hall, Elizabeth Molloy, Sue Bennett, Gordon Joughin

(2013), Vol. 1, pp. 107-111, Teaching & learning inquiry, Bloomington, In., C1-1

journal

Does student engagement in self-assessment calibrate their judgement over time?

David Boud, Romy Lawson, Darrall Thompson

(2013), Vol. 38, pp. 941-956, Assessment & evaluation in higher education, London, Eng., C1-1

journal

Reconceptualising academic work as professional practice: implications for academic development

David Boud, Angela Brew

(2013), Vol. 18, pp. 208-221, International journal for academic development, London, Eng., C1-1

journal

Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity

Angela Brew, David Boud, Lisa Lucas, Karin Crawford

(2013), Vol. 66, pp. 93-104, Higher education, Berlin, Germany, C1-1

journal

Rethinking models of feedback for learning: the challenge of design

David Boud, Elizabeth Molloy

(2013), Vol. 38, pp. 698-712, Assessment & evaluation in higher education, London, Eng., C1-1

journal

Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information

Elizabeth Molloy, David Boud

(2013), Vol. 47, pp. 227-229, Medical education, London, Eng., C1-1

journal

Changing conceptions of feedback

E Molloy, D Boud

(2013), pp. 11-33, Feedback in higher and professional education, London, Eng., B1-1

chapter

Decision-making for feedback

D Boud, E Molloy

(2013), pp. 202-218, Feedback in higher and professional education, London, Eng., B1-1

chapter

What is it good for and how can we do it well?

B Jolly, D Boud

(2013), pp. 104-124, Feedback in higher and professional education, London, Eng., B1-1

chapter

What is the problem with feedback?

D Boud, E Molloy

(2013), pp. 1-10, Feedback in higher and professional education: understanding it and doing it well, London, Eng., B1-1

chapter

Written feedback: what is it good for and how can we do it well?

B Jolly, D Boud

(2013), pp. 104-124, Feedback in higher and professional education : understanding it and doing it well, Abingdon, Eng., B1-1

chapter
2012

From knowledge acquisition to knowledge production: Issues with Australian honours curricula

C Manathunga, M Kiley, D Boud, R Cantwell

(2012), Vol. 17, pp. 139-151, Teaching in higher education, London, Eng., C1-1

journal

Using practice theory to investigate professional engineers' workplace learning

D Rooney, D Boud, A Reich, T Fitzgerald, K Willey, A Gardner

(2012), pp. 1-6, FIE 2012 : Soaring to New Heights in Engineering Education : Proceedings of the 2012 Frontiers in Education Conference, Seattle, Washington, E1-1

conference

Learning in-between, across and beyond workplace boundaries

M Johnsson, D Boud, N Solomon

(2012), Vol. 12, pp. 61-76, International journal of human resources development and management, Olney, Eng., C1-1

journal

Re-thinking continuing professional development through changing metaphors and location in professional practices

David Boud, Paul Hager

(2012), Vol. 34, pp. 17-30, Studies in continuing education, London, Eng., C1-1

journal

Creating work : employee-driven innovation through work practice reconstruction

O Price, D Boud, H Scheeres

(2012), pp. 77-91, Employee-driven innovation : a new approach, London, Eng., B1-1

chapter

Learning organizational practices that persist, perpetuate and change : A Schatzkian view

O Price, M Johnsson, H Scheeres, D Boud, N Solomon

(2012), Vol. 8, pp. 233-247, Practice, learning and change : Practice-theory perspectives on professional learning, Berlin, Germany, B1-1

chapter

Problematising practice-based education

D Boud

(2012), pp. 55-68, Practice-based education : perspectives and strategies, Rotterdam, The Netherlands, B1-1

chapter

Moving towards autonomy

D Boud

(2012), pp. 17-39, Developing Student Autonomy in Learning, B1-1

chapter
2011

Assessment of osteopaths: Developing a capability-based approach to reviewing readiness to practice

C Stone, D Boud, P Hager

(2011), Vol. 14, pp. 129-140, International Journal of Osteopathic Medicine, C1-1

journal

Influences on the formation of academics: the role of the doctorate and structured development opportunities

Angela Brew, David Boud, Sang Un Namgung

(2011), Vol. 33, pp. 51-66, Studies in continuing education, London, Eng., C1-1

journal

Researching workplace learning in Australia

N Solomon, D Boud

(2011), pp. 210-223, The SAGE Handbook of Workplace Learning, B1-1

chapter
2010

When is it OK to learn at work? The learning work of organisational practices

Hermine Scheeres, Nicky Solomon, David Boud, Donna Rooney

(2010), Vol. 22, pp. 13-26, Journal of workplace learning, Bingley, Eng., C1-1

journal

A community college's performance of 'organisation' : it's a drag!

D Rooney, C Rhodes, D Boud

(2010), Vol. 42, pp. 18-33, Studies in the education of adults, Leicester, Eng., C1-1

journal

Assessment for developing practice

D Boud

(2010), Vol. 3, pp. 251-262, Education for future practice, Rotterdam, The Netherlands, B1-1

chapter

Relocating reflection in the context of practice

D Boud

(2010), pp. 25-36, Beyond reflective practice : new approaches to professional lifelong learning, Abingdon, Eng., B1-1

chapter

Towards an emergent view of learning work

Mary Johnsson, David Boud

(2010), Vol. 29, pp. 359-372, International journal of lifelong education, London, Eng., C1-1

journal
2009

Working out work: Integrated development practices in organizations

C Chappell, H Scheeres, D Boud, D Rooney

(2009), pp. 175-188, Researching transitions in lifelong learning, London, Eng., B1-1

chapter

Co-production and health system reform - from re-imagining to re-making

Roger Dunston, Alison Lee, David Boud, Pat Brodie, Mary Chiarella

(2009), Vol. 68, pp. 39-52, Australian journal of public administration, London, Eng., C1-1

journal

Re-making jobs : enacting and learning work practices

Oriana Price, Hermine Scheeres, David Boud

(2009), Vol. 2, pp. 217-234, Vocations and learning, Berlin, Germany, C1-1

journal

Talking up learning at work : cautionary tales in co?opting everyday learning

David Boud, Donna Rooney, Nicky Solomon

(2009), Vol. 28, pp. 323-334, International journal of lifelong education, London, Eng., C1-1

journal

Framing doctoral education as practice

D Boud, A Lee

(2009), pp. 10-23, Changing practices of doctoral education, London, Eng., B1-1

chapter

How can practice reshape assessment?

D Boud

(2009), pp. 29-43, Assessment, learning and judgement in higher education, Berlin, Germany, B1-1

chapter

Introduction

D Boud, A Lee

(2009), pp. 1-9, Changing practices of doctoral education, London, Eng., B1-1

chapter

Producing researchers : the changing role of the doctorate

D Boud, A Lee

(2009), pp. 96-108, Academic research And researchers, Maidenhead, Eng., B1-1

chapter

Understanding academics' engagement with research

A Brew, D Boud

(2009), pp. 189-203, Academic research And researchers, Maidenhead, Eng., B1-1

chapter
2008

The in-between: exposing everyday learning

N Solomon, D Boud, D Rooney

(2008), pp. 75-84, Pedagogy and practice : culture and identities, London, England, B1-1

chapter

Changing pedagogy : vocational learning and assessment

D Boud, G Hawke, N Falchikov

(2008), pp. 125-137, Knowledge and practice : representations and identities, London, Eng., B1-1

chapter
2007

Rethinking assessment in higher education

D Boud, N Falchikov

(2007), pp. 1-1, Rethinking Assessment in Higher Education: Learning for the Longer Term, London, Eng., A1-1

book

Introduction : Rethinking assessment in higher education

D Boud, N Falchikov

(2007), pp. 1-1, Rethinking Assessment in Higher Education: Learning for the Longer Term, London, Eng., B1-1

chapter

Reframing assessment as if learning were important

D Boud

(2007), pp. 14-26, Rethinking assessment in higher education, London, Eng., B1-1

chapter

Developing assessment for informing judgement

D Boud, N Falchikov

(2007), pp. 181-197, Rethinking assessment in higher education: learning for the longer term, London, Eng., B1-1

chapter

The role of assessment in preparing for lifelong learning: problems and challenges

N Falchikov, D Boud

(2007), Vol. 10, pp. 87-99, Balancing dilemmas in assessment and learning in contemporary education, London, Eng., B1-1

chapter

Assessment and emotion: the impact of being assessed

N Falchikov, D Boud

(2007), pp. 144-158, Rethinking assessment in higher education : learning for the longer term, London, Eng., B1-1

chapter

From project supervision to advising: new conceptions of the practice

David Boud, Carol Costley

(2007), Vol. 44, pp. 119-130, Innovations in education and teaching international, London, Eng., C1-1

journal
2006

Setting the scene for productive reflection

D Boud, P Cressey, P Docherty

(2006), pp. 3-10, Productive reflection at work: learning for changing organizations, London, Eng., B1-1

chapter

The emergence of productive reflection

P Cressey, D Boud, P Docherty

(2006), pp. 11-26, Productive reflection at work: learning for changing organizations, London, Eng., B1-1

chapter

Productive reflection at work: Learning for changing organizations

D Boud, P Cressey, P Docherty

(2006), pp. 1-213, Productive Ref Lection at Work: Learning for Changing Organizations, London, Eng., A1-1

book

Creating the space for reflection at work

D Boud

(2006), pp. 158-169, Productive Reflection at work: learning for changing organizations, London, Eng., B1-1

chapter

'Aren't we all learner-centred now?': the bittersweet flavour of success

D Boud

(2006), pp. 19-32, Changing higher education: the development of learning and teaching, London, Eng., B1-1

chapter

Creating a 'world class' programme: reciprocity and constraint in networked global collaboration

David Boud, Lars Dahlgren, Madeleine Dahlgren, Staffan Larsson, Thomas Sork, Shirley Walters

(2006), Vol. 25, pp. 609-622, International journal of lifelong education, London, Eng., C1-1

journal

The in?between: exposing everyday learning at work

Nicky Solomon, David Boud, Donna Rooney

(2006), Vol. 25, pp. 3-13, International journal of lifelong education, London, Eng., C1-1

journal

Combining work and learning: the disturbing challenge of practice

D Boud

(2006), pp. 77-89, Learning outside the academy : international research perspectives on lifelong learning, Abingdon, Eng., B1-1

chapter

Work based learning, graduate attributes and lifelong learning

D Boud, N Solomon

(2006), Vol. 6, pp. 207-220, Graduate attributes, learning and employability, Dordrecht, The Netherlands, B1-1

chapter

Aligning assessment with long?term learning

David Boud, Nancy Falchikov

(2006), Vol. 31, pp. 399-413, Assessment & evaluation in higher education, London, Eng., C1-1

journal

Putting doctoral education to work: challenges to academic practice

David Boud, Mark Tennant

(2006), Vol. 25, pp. 293-306, Higher education research and development, London, Eng., C1-1

journal
2005

Lessons and issues for practice and development

P Docherty, D Boud, P Cressey

(2005), pp. 193-206, Productive reflection at work: learning for changing organizations, London, Eng., B1-1

chapter

'Peer learning' as pedagogic discourse for research education

D Boud, A Lee

(2005), Vol. 30, pp. 501-516, Studies in higher education, London, Eng., C1-1

journal

Confronting globalisation: learning from intercontinental collaboration

Staffan Larsson, David Boud, Madeleine Abrandt Dahlgren, Shirley Walters, Tom Sork

(2005), Vol. 42, pp. 61-71, Innovations in education and teaching international, London, Eng., C1-1

journal

Work and learning: some challenges for practice

D Boud

(2005), pp. 181-199, Osaaminen ja kokemus: tyo, oppiminen ja kasvatus, Tampere, Finland, B1-1

chapter

Creating assessment for learning throughout life

D Boud

(2005), pp. 39-52, Challenges in teaching and learning in higher education, Aveiro, Portugal, B1-1

chapter
2004

Discourses of access: changing views in a changing world

D Boud

(2004), pp. 53-64, Researching widening access to lifelong learning: issues and approaches in international research, London, Eng., B1-1

chapter
2003

Writing groups, change and academic identity: research development as local practice

A Lee, D Boud

(2003), Vol. 28, pp. 187-200, Studies in higher education, London, Eng., C1-1

journal

'I don't think I am a learner': acts of naming learners at work

David Boud, Nicky Solomon

(2003), Vol. 15, pp. 326-331, Journal of workplace learning, Bingley, Eng., C1-1

journal

Learning from others at work: communities of practice and informal learning

David Boud, Heather Middleton

(2003), Vol. 15, pp. 194-202, Journal of workplace learning, Bingley, Eng., C1-1

journal
2001

Tale of two institutions: Exploring collaboration in research partnerships

N Solomon, D Boud, M Leontios, M Staron

(2001), Vol. 33, pp. 135-142, Studies in the Education of Adults, C1-1

journal

Creating a work-based curriculum

D Boud

(2001), pp. 44-58, Work-based learning: a newer higher education?, Buckingham, Eng., B1-1

chapter

Knowledge at work: issues of learning

D Boud

(2001), pp. 34-43, Work-based learning: a newer higher education?, Buckingham, Eng., B1-1

chapter

Using journal writing to enhance reflective practice

D Boud

(2001), pp. 43344-43356, Promoting journal writing in adult education, San Francisco, Calif., B1-1

chapter
2000

Sustainable assessment: rethinking assessment for the learning society

David Boud

(2000), Vol. 22, pp. 151-167, Studies in continuing education, London, Eng., C1-1

journal

Working knowledge: Australian universities and "real world" education

C Symes, D Boud, J McIntyre, N Solomon, M Tennant

(2000), Vol. 46, pp. 565-579, International review of education, Dordrecht, The Netherlands, C1-1

journal
1999

Peer learning and assessment

D Boud, R Cohen, J Sampson

(1999), Vol. 24, pp. 413-426, Assessment and evaluation in higher education, Chichester, Eng., C1-1

journal

Avoiding the traps: Seeking good practice in the use of self assessment and reflection in professional courses

D Boud

(1999), Vol. 18, pp. 121-132, International Journal of Phytoremediation, C1-1

journal
1998

Promoting reflection in professional courses: the challenge of context

David Boud, David Walker

(1998), Vol. 23, pp. 191-206, Studies in higher education, London, Eng., C1-1

journal
1996

Introducing learning contracts: A flexible way to learn

G Anderson, D Boud

(1996), Vol. 33, pp. 221-227, Innovations in Education and Teaching International, C1-1

journal
1995

Teaching and research: establishing the vital link with learning

Angela Brew, David Boud

(1995), Vol. 29, pp. 261-273, Higher education, Berlin, Germany, C1-1

journal
1993

Experience as the base for learning

D Boud

(1993), Vol. 12, pp. 33-44, Higher education research & development, Abingdon, Eng., C1-1

journal
1992

The use of self-assessment schedules in negotiated learning

David Boud

(1992), Vol. 17, pp. 185-200, Studies in higher education, London, Eng., C1-1

journal
1990

Assessment and the promotion of academic values

David Boud

(1990), Vol. 15, pp. 101-111, Studies in higher education, London, Eng., C1-1

journal

Making the most of experience

D Boud, D Walker

(1990), Vol. 12, pp. 61-80, Studies in continuing education, Abingdon, Eng., C1-1

journal
1989

Quantitative studies of student self-assessment in higher education: a critical analysis of findings

David Boud, Nancy Falchikov

(1989), Vol. 18, pp. 529-549, Higher education, Berlin, Germany, C1-1

journal

Student self-assessment in higher education: a meta-analysis

N Falchikov, D Boud

(1989), Vol. 59, pp. 395-430, Review of educational research, London, Eng., C1-1

journal

The role of self-assessment in student grading

D Boud

(1989), Vol. 14, pp. 20-30, Assessment & evaluation in higher education, Chichester, Eng., C1-1

journal
1988

Professional development and accountability: working with newly appointed staff to foster quality

David Boud

(1988), Vol. 13, pp. 165-176, Studies in higher education, London, Eng., C1-1

journal

Assessment in problem-based learning

D Boud

(1988), Vol. 13, pp. 87-91, Assessment & evaluation in higher education, Chichester, Eng., C1-1

journal
1986

Facilitating learning in continuing education: some important sources

David Boud

(1986), Vol. 11, pp. 237-243, Studies in higher education, London, Eng., C1-1

journal
1983

Assessing participation in discussion: an exploration of the issues

Merilyn Armstrong, David Boud

(1983), Vol. 8, pp. 33-44, Studies in higher education, London, Eng., C1-1

journal
1982

The facilitation of school?based evaluation: a case study

D Boud, W Donovan

(1982), Vol. 14, pp. 359-370, Journal of curriculum studies, London, Eng., C1-1

journal
1981

Self and peer marking in an undergraduate engineering course

D Boud, W Holmes

(1981), Vol. 24, pp. 267-274, IEEE transactions on education, Piscataway, N.J., C1-1

journal
1980

Sharing responsibility: staff-student cooperation in learning

D Boud, M Prosser

(1980), Vol. 11, pp. 24-35, British journal of educational technology, Chichester, Eng., C1-1

journal

Trends in the teaching of laboratory work: Some views on the effectiveness of the current literature

D Boud, J Dunn, T Kennedy

(1980), Vol. 57, pp. 456-457, Journal of Chemical Education, C1-1

journal
1979

Engineering Success: The progress and problems of a higher education development project

D Boud

(1979), Vol. 4, pp. 55-66, Studies in Higher Education, C1-1

journal
1978

Cultivation of professional engineering skills - development of a tutorial method

D Boud, T Gray

(1978), Vol. 3, pp. 117-133, European Journal of Engineering Education, C1-1

journal

Cultivation of professional engineering skills - development of a tutorial method

D Boud, T Gray

(1978), Vol. 3, pp. 117-133, European journal of engineering education, Abingdon, Eng., C1-1

journal
1975

P.S.I. now - a review of progress and problems

D Boud, W Bridge, L Willoughby

(1975), Vol. 6, pp. 15-34, British journal of educational technology, Chichester, Eng., C1-1

journal
1973

The laboratory aims questionnaire-A new method for course improvement?

D Boud

(1973), Vol. 2, pp. 81-94, Higher Education, C1-1

journal

Funded Projects at Deakin

Australian Competitive Grants

Feedback for learning: closing the assessment loop.

Dr Michael Henderson, Prof David Boud, A/Prof Elizabeth Molloy, A/Prof Phillip Dawson, Dr Michael Phillips

OLT Innovation and Development Grants - Office for Learning and Teaching

  • 2018: $5,475
  • 2017: $78,024

Industry and Other Funding

Preparing students for the 21st century workplace: the critical role of assessment

A/Prof Rola Ajjawi, Prof David Boud, Dr Joanna Tai, Prof Liz Johnson

  • 2017: $10,000

Supervisions

No completed student supervisions to report