Publications
D Hersh, D Boud
(2024), Vol. 38, pp. 123-143, Aphasiology, C1
Can students' feedback literacy be improved? A scoping review of interventions
Tegan Little, Phillip Dawson, David Boud, Joanna Tai
(2024), Vol. 49, pp. 39-52, Assessment & Evaluation in Higher Education, London, Eng., C1
Developing evaluative judgement for a time of generative artificial intelligence
M Bearman, J Tai, P Dawson, D Boud, R Ajjawi
(2024), Assessment and Evaluation in Higher Education, C1
Equipping and assessing learners for the ever-changing workplace: Practices, assessment and evaluative judgement
D Boud
(2023), pp. 124-137, Workplace Learning for Changing Social and Economic Circumstances, London, Eng., B1
Assessment for inclusion: rethinking contemporary strategies in assessment design
J Tai, R Ajjawi, M Bearman, D Boud, P Dawson, T Jorre de St Jorre
(2023), Vol. 42, pp. 483-497, Higher Education Research and Development, Oxford, Eng., C1
The pivotal role of student assessment in work-integrated learning
D Boud, C Costley, S Cranfield, J Desai, E Nikolou-Walker, P Nottingham, D Wilson
(2023), Vol. 42, pp. 1323-1337, Higher Education Research and Development, London, Eng., C1
The influence of self-assessment practices on online training for investigative interviewing skills
Z Yan, S Brubacher, D Boud, M Powell
(2023), Vol. 76, pp. 101236-101236, Studies in Educational Evaluation, C1
Changing representations of student achievement: The need for innovation
Rola Ajjawi, David Boud
(2023), pp. 1-11, Innovations in Education and Teaching International, London, Eng., C1
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices
L Yang, Z Yan, D Zhang, D Boud, J Datu
(2023), pp. 1-26, Assessment in Education: Principles, Policy and Practice, London, Eng., C1
How does assessment drive learning? A focus on students' development of evaluative judgement
Juan Fischer, Margaret Bearman, David Boud, Joanna Tai
(2023), pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., C1
Characteristics of productive feedback encounters in online learning
L Jensen, M Bearman, D Boud
(2023), pp. 1-15, Teaching in Higher Education, London, Eng., C1
Simon Buckingham Shum, Lisa-Angelique Lim, David Boud, Margaret Bearman, Phillip Dawson
(2023), Vol. 20, pp. 1-42, International Journal of Educational Technology in Higher Education, Berlin, Germany, C1
Measuring what learners do in feedback: the feedback literacy behaviour scale
P Dawson, Z Yan, A Lipnevich, J Tai, D Boud, P Mahoney
(2023), pp. 1-15, Assessment and Evaluation in Higher Education, London, Eng., C1
From authentic assessment to authenticity in assessment: broadening perspectives
R Ajjawi, J Tai, M Dollinger, P Dawson, D Boud, M Bearman
(2023), pp. 1-12, Assessment and Evaluation in Higher Education, London, Eng., C1
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?
J Broadbent, R Ajjawi, M Bearman, D Boud, P Dawson
(2023), Vol. 20, pp. 1-20, International Journal of Educational Technology in Higher Education, London, Eng., C1
Designing feedback activities to help low-performing students
Ole Bjaelde, David Boud, Annika Lindberg
(2023), pp. 1-15, Active Learning in Higher Education, London, Eng., C1
T de St Jorre, D Boud
(2022), pp. 142-152, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1
Moving Forward: Mainstreaming assessment for inclusion in curricula
R Ajjawi, D Boud, J Tai, T Jorre De St Jorre
(2022), pp. 231-237, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1
Promoting Equity and Social Justice through Assessment for Inclusion
J Tai, R Ajjawi, D Boud, T Jorre De St Jorre
(2022), pp. 9-18, Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, London, Eng., B1
The need to disentangle assessment and feedback in higher education
N Winstone, D Boud
(2022), Vol. 47, pp. 656-667, Studies in Higher Education, C1
Hampering teaching excellence? Academics making decisions in the face of contradictions
A Brew, D Boud, L Lucas, K Crawford
(2022), Vol. 47, pp. 941-952, Studies in Higher Education, C1
Student agency in feedback: beyond the individual
J Nieminen, J Tai, D Boud, M Henderson
(2022), Vol. 47, pp. 95-108, Assessment and Evaluation in Higher Education, C1
Feedback that works: a realist review of feedback interventions for written tasks
R Ajjawi, F Kent, J Broadbent, J Tai, M Bearman, D Boud
(2022), Vol. 47, pp. 1343-1356, Studies in Higher Education, C1
N Winstone, D Boud, P Dawson, M Heron
(2022), Vol. 47, pp. 213-230, Assessment and Evaluation in Higher Education, C1
N Winstone, R Ajjawi, K Dirkx, D Boud
(2022), Vol. 47, pp. 1524-1536, Studies in Higher Education, C1
Developing student feedback literacy through self and peer assessment interventions
H Hoo, C Deneen, D Boud
(2022), Vol. 47, pp. 444-457, Assessment and Evaluation in Higher Education, C1
S Bartolic, D Boud, J Agapito, D Verpoorten, S Williams, L Lutze-Mann, U Matzat, M Moreno, P Polly, J Tai, H Marsh, L Lin, J Burgess, S Habtu, M Rodrigo, M Roth, T Heap, N Guppy
(2022), Vol. 74, pp. 517-533, Educational Review, C1
An empirical study of student action from ipsative design of feedback processes
B Malecka, R Ajjawi, D Boud, J Tai
(2022), Vol. 47, pp. 801-815, Assessment and Evaluation in Higher Education, C1
G Joughin, M Bearman, D Boud, J Lockyer, C Adachi
(2022), Vol. 84, pp. 827-844, Higher Education, Berlin, Germany, C1
Navigating feedback practices across learning contexts: implications for feedback literacy
B Malecka, D Boud, J Tai, R Ajjawi
(2022), Vol. 47, pp. 1330-1344, Assessment & Evaluation in Higher Education, London, Eng., C1
Neil Guppy, Dominique Verpoorten, David Boud, Lin Lin, Joanna Tai, Silvia Bartolic
(2022), pp. 1-16, British Journal of Educational Technology, London, Eng., C1
Digital ethnography in higher education teaching and learning-a methodological review
L Jensen, M Bearman, D Boud, F Konradsen
(2022), Vol. 84, pp. 1143-1162, Higher Education, Berlin, Germany, C1
Feedback encounters: towards a framework for analysing and understanding feedback processes
Lasse Jensen, Margaret Bearman, David Boud
(2022), pp. 1-14, Assessment and Evaluation in Higher Education, Abingdon, Eng., C1
Correction to: Digital ethnography in higher education teaching and learning-a methodological review
L Jensen, M Bearman, D Boud, F Konradsen
(2022), Vol. 84, pp. 1163-1164, Higher Education, Berlin, Germany, C1
Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
S Bartolic, U Matzat, J Tai, J Burgess, D Boud, H Craig, A Archibald, A De Jaeger, R Kaplan-Rakowski, L Lutze-Mann, P Polly, M Roth, T Heap, J Agapito, N Guppy
(2022), Vol. 47, pp. 2460-2472, Studies in Higher Education, C1
The assessment challenge of social and collaborative learning in higher education
D Boud, M Bearman
(2022), pp. 1-10, Educational Philosophy and Theory, London, Eng., C1
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
R Ajjawi, J Tai, D Boud, T de St Jorre
(2022), London, Eng., A7
Conceptualising assessment-as-learning
Z Yan, D Boud
(2021), pp. 11-24, Assessment as Learning: Maximising Opportunities for Student Learning and Achievement, London, Eng., B1
Assessment-as-learning for the development of students' evaluative judgement
D Boud
(2021), pp. 25-37, Assessment as Learning: Maximising Opportunities for Student Learning and Achievement, London, Eng., B1
M Henderson, T Ryan, D Boud, P Dawson, M Phillips, E Molloy, P Mahoney
(2021), Vol. 22, pp. 229-243, Active Learning in Higher Education, C1
Performing standards: a critical perspective on the contemporary use of standards in assessment
R Ajjawi, M Bearman, D Boud
(2021), Vol. 26, pp. 728-741, Teaching in Higher Education, C1
Assessment for distinctiveness: recognising diversity of accomplishments
T Jorre de St Jorre, D Boud, E Johnson
(2021), Vol. 46, pp. 1371-1382, Studies in Higher Education, C1
G Joughin, D Boud, P Dawson, J Tai
(2021), Vol. 46, pp. 80-91, Assessment and Evaluation in Higher Education, C1
Impacts of a professional practice doctorate: a collaborative enquiry
D Boud, C Costley, S Marshall, B Sutton
(2021), Vol. 40, pp. 431-445, Higher Education Research and Development, C1
The quality of assessment tasks as a determinant of learning
M Ibarra-Sáiz, G Rodríguez-Gómez, D Boud
(2021), Vol. 46, pp. 943-955, Assessment and Evaluation in Higher Education, C1
M Bearman, R Ajjawi, S Bennett, D Boud
(2021), Vol. 26, pp. 637-651, Advances in Health Sciences Education, Netherlands, C1
Testing the effectiveness of a blended vulnerable witness training for forensic interviewers
M Lawrie, S Brubacher, B Earhart, M Powell, L Steele, D Boud
(2021), Vol. 18, pp. 279-297, Journal of Family Trauma, Child Custody and Child Development, C1
What feedback literate teachers do: an empirically-derived competency framework
D Boud, P Dawson
(2021), Assessment and Evaluation in Higher Education, C1
Fostering student motivation and engagement with feedback through ipsative processes
B Malecka, D Boud
(2021), Teaching in Higher Education, C1
Understanding feedback in online learning - A critical review and metaphor analysis
L Jensen, M Bearman, D Boud
(2021), Vol. 173, Computers and Education, C1
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
R Ajjawi, M Dracup, D Boud
(2021), Teaching in Higher Education, C1
S Francisco, D Boud
(2021), pp. 1-19, Journal of Vocational Education and Training, London, Eng., C1
N Guppy, D Boud, T Heap, D Verpoorten, U Matzat, J Tai, L Lutze-Mann, M Roth, P Polly, J Burgess, J Agapito, S Bartolic
(2021), Higher Education, Netherlands, C1
The use of a guided peer review assessment for investigative interviewers of child witnesses
S Brubacher, M Powell, L Steele, D Boud
(2021), Vol. 24, pp. 1-17, Journal of Forensic Practice, Bingley, Eng., C1
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis
Z Yan, X Wang, D Boud, H Lao
(2021), Assessment and Evaluation in Higher Education, C1
Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?
Rola Ajjawi, David Boud, Philip Marshall
(2020), Vol. 7, pp. 65-78, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
New Directions for Assessment in a Digital World
Margaret Bearman, David Boud, Rola Ajjawi
(2020), Vol. 7, pp. 7-18, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
Using principles of authentic assessment to redesign written examinations and tests
V Villarroel, D Boud, S Bloxham, D Bruna, C Bruna
(2020), Vol. 57, pp. 38-49, Innovations in Education and Teaching International, Abingdon, Eng., C1
R Ajjawi, J Tai, T Huu Nghia, D Boud, L Johnson, C Patrick
(2020), Vol. 45, pp. 304-316, Assessment and evaluation in higher education, Abingdon, Eng., C1
Persisting students' explanations of and emotional responses to academic failure
R Ajjawi, M Dracup, N Zacharias, S Bennett, D Boud
(2020), Vol. 39, pp. 185-199, Higher Education Research and Development, C1
Developing a learning-centred framework for feedback literacy
E Molloy, D Boud, M Henderson
(2020), Vol. 45, pp. 527-540, Assessment and evaluation in higher education, Abingdon, Eng., C1
M Ibarra-Sáiz, G Rodríguez-Gómez, D Boud
(2020), Vol. 80, pp. 137-156, Higher Education, C1
B Malecka, D Boud, D Carless
(2020), Teaching in Higher Education, C1
M Lawrie, S Brubacher, M Powell, D Boud
(2020), Vol. 106, Child Abuse and Neglect, England, C1
The future of assessment in Higher Education
M Ibarra-Sáiz, G Rodríguez-Gómez, D Boud, T Rotsaert, S Brown, M Salinas-Salazar, H Rodríguez-Gómez
(2020), Vol. 26, pp. 1-6, RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, C1
Challenges in reforming higher education assessment: A perspective from afar
D Boud
(2020), Vol. 26, pp. 1-14, RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, C1
Zi Yan, Sonja Brubacher, David Boud, Martine Powell
(2020), Vol. 24, pp. 357-373, International Journal of Training and Development, London, Eng., C1
Re-imagining University Assessment in a Digital World
M Bearman, Phillip Dawson, R Ajjawi, J Tai, D Boud
(2020), Berlin, Germany, A7
Observing Interprofessional Simulation
D Boud, S Nyström, M Abrandt Dahlgren, J Dahlberg, D Rooney, Michelle Kelly, D O’Keeffe
(2019), Vol. 26, pp. 115-137, Interprofessional Simulation in Health Care, Berlin, Germany, B1
Improving Feedback Research in Naturalistic Settings
R Ajjawi, D Boud, M Henderson, E Molloy
(2019), pp. 245-265, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
M Henderson, E Molloy, R Ajjawi, D Boud
(2019), pp. 267-285, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
Identifying Feedback That Has Impact
M Henderson, R Ajjawi, D Boud, E Molloy
(2019), pp. 15-34, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, London, Eng., B1
The Place of Student Assessment in Pursuing Employability
David Boud, Rola Ajjawi
(2019), pp. 167-178, Education for employability. Volume 2, Learning for future possibilities, Leiden, The Netherlands, B1
Developing Assessment Feedback: From Occasional Survey to Everyday Practice
Naomi Winstone, David Boud
(2019), pp. 109-123, Engaging Student Voices in Higher Education, Cham, Switzerland, B1
Investigating invisible writing practices in the engineering curriculum using practice architectures
R Goldsmith, K Willey, D Boud
(2019), Vol. 44, pp. 71-84, European Journal of Engineering Education, C1
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
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
N Winstone, D Boud
(2019), Vol. 38, pp. 411-425, Higher education research and development, Abingdon, Eng., C1
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
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
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
Toward a Pedagogy for Professional Noticing: Learning through Observation
D Rooney, D Boud
(2019), Vol. 12, pp. 441-457, Vocations and Learning, C1
Conditions that enable effective feedback
M Henderson, M Phillips, T Ryan, D Boud, P Dawson, E Molloy, P Mahoney
(2019), Vol. 38, pp. 1401-1416, Higher education research and development, Abingdon, Eng., C1
How do students adapt in response to academic failure?
R Ajjawi, D Boud, N Zacharias, M Dracup, S Bennett
(2019), Vol. 10, pp. 84-91, Student Success, C1
The impact of feedback in higher education: Improving assessment outcomes for learners
M Henderson, R Ajjawi, D Boud, E Molloy
(2019), A7
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
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
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
D Boud, M Dynan, L Parker, A Ryan
(2018), pp. 77-103, The role of evaluation in curriculum development, London, Eng., B1
Technology and Feedback Design
Phillip Dawson, Michael Henderson, Tracii Ryan, Paige Mahoney, David Boud, Michael Phillips, Elizabeth Molloy
(2018), pp. 1-45, Learning, Design and Technology: An International Compendium of Theory, Research, Practice and Policy, Berlin, Germany, B1
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
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
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
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
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
Developing evaluative judgement: enabling students to make decisions about the quality of work
J Tai, R Ajjawi, D Boud, P Dawson, E Panadero
(2018), Vol. 76, pp. 467-481, Higher education, Cham, Switzerland, C1
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
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
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
D Boud, R Ajjawi, P Dawson, J Tai
(2018), Abingdon, Eng., A7
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
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
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
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
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
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
A Brew, D Boud, L Lucas, K Crawford
(2017), Vol. 39, pp. 378-389, Journal of higher education policy and management, Abingdon, Eng., C1
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
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
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
Sustainable assessment revisited
D Boud, R Soler
(2016), Vol. 41, pp. 400-413, Assessment and evaluation in higher education, Abingdon, Eng., C1
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
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
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, BMC Medical Education, England, C1
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
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
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
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
Feedback: ensuring that it leads to enhanced learning
David Boud
(2015), Vol. 12, pp. 3-7, Clinical teacher, London, Eng., C1-1
David Boud, Romy Lawson, Darrall Thompson
(2015), Vol. 34, pp. 45-59, Higher education research & development, London, Eng., C1-1
D Rooney, N Hopwood, D Boud, M Kelly
(2015), Vol. 8, pp. 269-285, Vocations and learning, Dodrecht, The Netherlands, C1-1
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
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
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
D Boud
(2014), pp. 39-46, Reflexe v procesu učení : desetkrát stejně a přece jinak..., Brno, Czech Republic, B1-1
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
Introduction: Making the move to peer learning
D Boud
(2014), pp. 1-17, Peer Learning in Higher Education: Learning from and with Each Other, B1-1
D Boud, R Cohen, J Sampson
(2014), pp. 67-81, Peer Learning in Higher Education: Learning from and with Each Other, B1-1
Conclusion: Challenges and new directions
D Boud
(2014), pp. 170-177, Peer Learning in Higher Education: Learning from and with Each Other, B1-1
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
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
Linda Gregory, Nick Hopwood, David Boud
(2014), Vol. 28, pp. 200-205, Journal of interprofessional care, London, Eng., C1-1
Building local leadership for research education : Final report 2014
D Boud, A Brew, R Dowling, M Kiley, J Malfroy, J McKenzie, N Solomon, K Ryland
(2014), Sydney, N.S.W., A6-1
Changing conceptions of feedback
E Molloy, D Boud
(2013), pp. 11-33, Feedback in higher and professional education, London, Eng., B1-1
D Boud, E Molloy
(2013), pp. 202-218, Feedback in higher and professional education, London, Eng., B1-1
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
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
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
Qualities of learning contracts
G Anderson, D Boud, J Sampson
(2013), pp. 162-173, Capability and Quality in Higher Education, B1-1
Changing problem-based learning. Introduction to the second edition
D Boud, G Feletti
(2013), pp. 1-14, The Challenge of Problem-based Learning, B1-1
How can university work-based courses contribute to lifelong learning?
D Boud
(2013), pp. 213-223, International Perspectives on Lifelong Learning, B1-1
Promoting reflection in learning: A model
D Boud, R Keogh, D Walker
(2013), pp. 18-40, Reflection: Turning Experience into Learning, B1-1
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
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
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
Angela Brew, David Boud, Lisa Lucas, Karin Crawford
(2013), Vol. 66, pp. 93-104, Higher education, Berlin, Germany, C1-1
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
Elizabeth Molloy, David Boud
(2013), Vol. 47, pp. 227-229, Medical education, London, Eng., C1-1
Peer learning in higher education: learning from and with each other
David Boud, Ruth Cohen, Jane Sampson
(2013), Abingdon, Eng., A7-1
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
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
Problematising practice-based education
D Boud
(2012), pp. 55-68, Practice-based education : perspectives and strategies, Rotterdam, The Netherlands, B1-1
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
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
David Boud, Paul Hager
(2012), Vol. 34, pp. 17-30, Studies in continuing education, London, Eng., C1-1
Feedback in higher and professional education: Understanding it and doing it well
D Boud, E Molloy
(2012), London, Eng., A7-1
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
Researching workplace learning in Australia
N Solomon, D Boud
(2011), pp. 210-223, The SAGE Handbook of Workplace Learning, Thousand Oaks, CA, B1-1
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
Angela Brew, David Boud, Sang Un Namgung
(2011), Vol. 33, pp. 51-66, Studies in continuing education, London, Eng., C1-1
Assessment for developing practice
D Boud
(2010), Vol. 3, pp. 251-262, Education for future practice, Rotterdam, The Netherlands, B1-1
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
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
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
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
Building research supervision and training across Australian universities : final report
Jennifer Hammond, Kevin Ryland, Mark Tennant, D Boud
(2010), Sydney, N.S.W., A6-1
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
Framing doctoral education as practice
D Boud, A Lee
(2009), pp. 10-23, Changing practices of doctoral education, London, Eng., B1-1
How can practice reshape assessment?
D Boud
(2009), pp. 29-43, Assessment, learning and judgement in higher education, Berlin, Germany, B1-1
D Boud, A Lee
(2009), pp. 1-9, Changing practices of doctoral education, London, Eng., B1-1
Producing researchers : the changing role of the doctorate
D Boud, A Lee
(2009), pp. 96-108, Academic research And researchers, Maidenhead, Eng., B1-1
Understanding academics' engagement with research
A Brew, D Boud
(2009), pp. 189-203, Academic research And researchers, Maidenhead, Eng., B1-1
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
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
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
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
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
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
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
Reframing assessment as if learning were important
D Boud
(2007), pp. 14-26, Rethinking assessment in higher education, London, Eng., B1-1
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
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
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
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
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
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
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
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
'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
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
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
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
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
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
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
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
Work and learning: some challenges for practice
D Boud
(2005), pp. 181-199, Osaaminen ja kokemus: tyo, oppiminen ja kasvatus, Tampere, Finland, B1-1
Creating assessment for learning throughout life
D Boud
(2005), pp. 39-52, Challenges in teaching and learning in higher education, Aveiro, Portugal, B1-1
'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
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
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
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
'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
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
B McDonald, D Boud
(2003), Vol. 10, pp. 209-220, Assessment in Education: Principles, Policy and Practice, C1-1
Appraising new technologies for learning: A framework for development
D Boud, M Prosser
(2002), Vol. 39, pp. 237-245, Educational Media International, C1-1
Creating a work-based curriculum
D Boud
(2001), pp. 44-58, Work-based learning: a newer higher education?, Buckingham, Eng., B1-1
Future directions for work-based learning: reconfiguring higher education
D Boud, N Solomon
(2001), pp. 215-227, Work-based learning: a newer higher education?, Buckingham, England, B1-1
Knowledge at work: issues of learning
D Boud
(2001), pp. 34-43, Work-based learning: a newer higher education?, Buckingham, Eng., B1-1
D Boud, N Solomon, C Symes
(2001), pp. 3-17, Work-based learning: a newer higher education?, Buckingham, England, B1-1
Repositioning universities and work
D Boud, N Solomon
(2001), pp. 18-33, Work-based learning: a newer higher education?, Buckingham, England, B1-1
Learners still learn from experience when online
S Alexander, S Alexander, D Boud, D Boud
(2001), pp. 3-15, Teaching & learning online : pedagogies for new technologies, London, England, B1-1
Using journal writing to enhance reflective practice
D Boud
(2001), pp. 43344-43356, Promoting journal writing in adult education, San Francisco, Calif., B1-1
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, Leicester, Eng., C1-1
Researchers are learners too: Collaboration in research on workplace learning
N Solomon, D Boud, M Leontios, M Staron
(2001), Vol. 13, pp. 274-282, Journal of Workplace Learning, C1-1
Learning for real: work-based education in universities
D Boud, C Symes
(2000), pp. 14-29, Working knowledge : the new vocationalism and higher education, Philadelphia, PA, B1-1
Sustainable assessment: rethinking assessment for the learning society
David Boud
(2000), Vol. 22, pp. 151-167, Studies in continuing education, London, Eng., C1-1
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
D Boud, R Cohen, J Sampson
(1999), Vol. 24, pp. 413-426, Assessment and evaluation in higher education, Chichester, Eng., C1-1
D Boud
(1999), Vol. 18, pp. 121-132, Social Work Education, Abingdon, Eng., C1-1
Situating academic development in professional work: Using peer learning
D Boud
(1999), Vol. 4, pp. 3-10, International Journal for Academic Development, London, Eng., C1-1
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
N Miller, D Boud
(1997), pp. 487-495, CROSSING BORDERS BREAKING BOUNDARIES, ENGLAND, UNIV LONDON, BIRKBECK COLL, LONDON, E1-1
Introducing learning contracts: a flexible way to learn
Geoff Anderson, David Boud
(1996), Vol. 33, pp. 221-227, Innovations in education and teaching international, London, Eng., C1-1
Introducing learning contracts: A flexible way to learn
G Anderson, D Boud
(1996), Vol. 33, pp. 321-327, INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL, C1-1
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
The move to self-assessment: Liberation or a new mechanism for oppression?
D BOUD
(1994), pp. 10-13, REFLECTING ON CHANGING PRACTICES, CONTEXTS AND IDENTITIES, CONFERENCE PROCEEDINGS, ENGLAND, UNIV HULL, KINGSTON HULL, E1-1
Experience as the base for learning
D Boud
(1993), Vol. 12, pp. 33-44, Higher education research & development, Abingdon, Eng., C1-1
ISSUES IN RESEARCHING A COMMON PRACTICE
G ANDERSON, D BOUD, J SAMPSON
(1993), pp. 108-110, RESEARCH: REFLECTING PRACTICE, ENGLAND, UNIV MANCHESTER, MANCHESTER, E1-1
DEVELOPING MODELS OF LEARNING FROM EXPERIENCE
D BOUD, D WALKER
(1993), pp. 17-19, RESEARCH: REFLECTING PRACTICE, ENGLAND, UNIV MANCHESTER, MANCHESTER, E1-1
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
IN THE MIDST OF EXPERIENCE - DEVELOPING A MODEL TO AID LEARNERS AND FACILITATORS
D BOUD, D WALKER
(1992), pp. 163-169, EMPOWERMENT THROUGH EXPERIENTIAL LEARNING, ENGLAND, UNIV SURREY, GUILDFORD, E1-1
Assessment and the promotion of academic values
David Boud
(1990), Vol. 15, pp. 101-111, Studies in higher education, London, Eng., C1-1
D Boud, D Walker
(1990), Vol. 12, pp. 61-80, Studies in continuing education, Abingdon, Eng., C1-1
D BOUD
(1990), Vol. 23, pp. 3-11, ASPECTS OF EDUCATION AND TRAINING TECHNOLOGY, VOL 23, ENGLAND, BIRMINGHAM POLYTECHNIC, BIRMINGHAM, E1-1
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
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
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
SOME COMPETING TRADITIONS IN EXPERIENTIAL LEARNING
D BOUD
(1989), pp. 38-49, MAKING SENSE OF EXPERIENTIAL LEARNING, ENGLAND, LONDON, E1-1
D Boud
(1988), pp. 17-39, Developing Student Autonomy in Learning, Abingdon, Eng., B1-1
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
Assessment in problem-based learning
D Boud
(1988), Vol. 13, pp. 87-91, Assessment & evaluation in higher education, Chichester, Eng., C1-1
Facilitating learning in continuing education: some important sources
David Boud
(1986), Vol. 11, pp. 237-243, Studies in higher education, London, Eng., C1-1
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
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
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
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
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
Engineering Success: the progress and problems of a higher education development project
D Boud
(1979), Vol. 4, pp. 55-66, Studies in Higher Education, London, Eng., C1-1
TRIGGER FILM - STIMULUS FOR AFFECTIVE LEARNING
D BOUD, M PEARSON
(1979), Vol. 16, pp. 52-56, PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, C1-1
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
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
RATIONALLY DESIGNED SELF-SERVICE LABORATORY MINI-COURSE
S OCONNELL, S PENTON, D BOUD
(1977), Vol. 14, pp. 154-161, PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY, C1-1
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
The laboratory aims questionnaire-A new method for course improvement?
D Boud
(1973), Vol. 2, pp. 81-94, Higher Education, Amsterdam, The Netherlands, C1-1
Funded Projects at Deakin
Australian Competitive Grants
Feedback for learning: closing the assessment loop.
Dr Michael Henderson, Prof David Boud, A/Prof Elizabeth Molloy, Prof Phillip Dawson, Dr Michael Phillips
OLT Innovation and Development Grants - Office for Learning and Teaching
- 2018: $5,475
- 2017: $78,024
Feedback literacy for effective learning at university and beyond
Prof Phillip Dawson, Prof David Boud, Prof Elizabeth Molloy, A/Prof Jaclyn Broadbent, Dr Joanna Tai, Prof Naomi Winstone
ARC - Discovery Projects
- 2024: $37,942
- 2023: $85,216
Industry and Other Funding
Preparing students for the 21st century workplace: the critical role of assessment
Prof Rola Ajjawi, Prof David Boud, Dr Joanna Tai, Prof Liz Johnson
Australian Collaborative Education Network Research Grants
- 2017: $10,000
Supervisions
Jaclyn Broadbent
Thesis entitled: Self-regulated Learning Strategies in Online Higher Education
Doctor of Philosophy (Education), School of Education
Sarah Lambert
Thesis entitled: Open Education as Social Justice
Doctor of Philosophy (Education), School of Education
Lasse Jensen
Thesis entitled: Feedback in Online Higher Education
Doctor of Philosophy (Joint, Uni of Copenhagen), School of Education
Juan Camilo Fischer Rodriguez
Thesis entitled: Evaluative Judgement in undergraduate physics: A Practice Architectures perspective
Doctor of Philosophy (Education), School of Education
Damian John Castanelli
Thesis entitled: How can 'assessment for learning' meaningfully contribute to programmatic assessment?
Doctor of Philosophy (Education), School of Education
Bianka Malecka
Thesis entitled: The role of ipsative processes in developing students' feedback literacy
Doctor of Philosophy (Education), School of Education
Abbas Mehrabiboshrabadi
Thesis entitled: Developing First Year Students' Evaluative Judgement of Academic Writing
Doctor of Philosophy (Education), School of Education