Biography
Joanna has a background in medicine and health professions education. Joanna's interests include student perspectives on learning and assessment from university to the workplace, peer-assisted learning, feedback and assessment literacy, developing capacity for evaluative judgement, and research synthesis.
Read more on Joanna's profileResearch interests
peer learning, assessment for learning, evaluative judgement, student experience, medical education, clinical skills, faculty development, student agency
Affiliations
Senior Fellow Higher Education Academy
Member of the Australian & New Zealand Association for Health Professional Educators
Member of the European Association for Research in Learning and Instruction; Special Interest Group 1 - Assessment and Evaluation
Member of the Australian Association for Research in Education; Special Interest Group Assessment & Measurement
Member of the Australasian Society for Computers In Learning In Tertiary Education
Knowledge areas
peer learning, assessment for learning, evaluative judgement, student experience
Professional activities
Member of the Committee of Management for the Australian and New Zealand Association for Health Professions Educators, 2017 - present
Co-convenor of the Australian Association for Research in Education (AARE) Assessment and Measurement SIG, 2018 - present
Awards
ANZAHPE 2010 Undergraduate Student Research Prize
AMEE PhD Thesis Prize 2016
Publications
J Tai, P Mahoney, R Ajjawi, M Bearman, J Dargusch, M Dracup, L Harris
(2023), Vol. 48, pp. 390-402, Assessment and Evaluation in Higher Education, C1
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, C1
Can students' feedback literacy be improved? A scoping review of interventions
Tegan Little, Phillip Dawson, David Boud, Joanna Tai
(2023), pp. 1-14, Assessment and Evaluation in Higher Education, London, Eng., C1
How does assessment drive learning? A focus on students' development of evaluative judgement
J Fischer, M Bearman, D Boud, J Tai
(2023), Assessment and Evaluation in Higher Education, C1
Christine Contessotto, Christine Contessotto, Joanna Tai, Joanna Tai, Janine Mc Burnie, Janine Mc Burnie, Kelli Nicola-Richmond, Kelli Nicola-Richmond, Petra Brown, Petra Brown
(2022), pp. 1-17, Assessment as learning : maximising opportunities for student learning and achievement, London, Eng., B1
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
Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study
C Gladovic, J Tai, P Dawson
(2022), Vol. 47, pp. 231-244, 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
Navigating feedback practices across learning contexts: implications for feedback literacy
B Malecka, D Boud, J Tai, R Ajjawi
(2022), pp. 1-15, Assessment & Evaluation in Higher Education, London, England, 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
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
Designing assessment for inclusion: an exploration of diverse students' assessment experiences
J Tai, M Dollinger, R Ajjawi, T Jorre de St Jorre, S Krattli, D McCarthy, D Prezioso
(2022), pp. 1-15, Assessment and Evaluation in Higher Education, London, Eng., C1
Student partners as co-contributors in research: a collective autoethnographic account
Mollie Dollinger, Joanna Tai, Trina Jorre St Jorre, Rola Ajjawi, Shannon Krattli, Daniella Prezioso, Danni McCarthy
(2022), pp. 1-14, Higher Education Research and Development, London, Eng., C1
"Attending lectures in your pyjamas": student agency in constrained circumstances
R Ajjawi, J Fischer, J Tai, M Bearman, T Jorre de St Jorre
(2022), Higher Education, C1
Learning with and from peers in clinical education
Joanna Tai, Merrolee Penman, Calvin Chou, Arianne Teherani
(2021), pp. 1-19, Clinical education for the health professions, Singapore, B1
How conceptualising respect can inform feedback pedagogies
J Zhou, P Dawson, J Tai, M Bearman
(2021), Vol. 46, pp. 68-79, Assessment and Evaluation in Higher Education, C1
M Dunn, P Dawson, M Bearman, J Tai
(2021), Vol. 40, pp. 234-246, Higher Education Research and Development, C1
G Joughin, D Boud, P Dawson, J Tai
(2021), Vol. 46, pp. 80-91, Assessment and Evaluation in Higher Education, C1
Preparing students for the future through developing evaluative judgement
O Naidoo, J Tai, M Penman
(2021), Vol. 18, pp. 115-120, Clinical Teacher, England, C1
Sean Redmond, Joanna Tai
(2021), Vol. 22, pp. 7-22, Media practice and education, Abingdon, Eng., C1
Invoking culture in medical education research: A critical review and metaphor analysis
M Bearman, P Mahoney, J Tai, D Castanelli, C Watling
(2021), Vol. 55, pp. 903-911, Medical Education, England, C1
Feedback practices as part of signature pedagogy for clinical placements
M Penman, J Tai, T Thompson, K Thomson
(2021), Vol. 28, pp. 151-169, Assessment in Education: Principles, Policy and Practice, C1
K Matthews, J Tai, E Enright, D Carless, C Rafferty, N Winstone
(2021), Teaching in Higher Education, C1
Observational studies in health professional education research
Joanna Tai, Juan Fischer Rodriguez, Christy Noble
(2021), Vol. 22, pp. 94-111, Focus on health professional education, Renmark, S. Aust., C1
Exploring the notion of teacher feedback literacies through the theory of practice architectures
J Tai, M Bearman, K Gravett, E Molloy
(2021), Assessment and Evaluation in Higher Education, C1
Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement
K Fitzgerald, B Vaughan, J Tai
(2021), Vol. 22, pp. 33-50, FOCUS ON HEALTH PROFESSIONAL EDUCATION-A MULTIDISCIPLINARY JOURNAL, 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
How do students experience inclusive assessment? A critical review of contemporary literature
J Tai, R Ajjawi, A Umarova
(2021), International Journal of Inclusive Education, C1
Students' feedback literacy in workplace integrated learning: How prepared are they?
K Nicola-Richmond, J Tai, P Dawson
(2021), Innovations in Education and Teaching International, C1
Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review
Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
(2020), pp. 91-110, Systematic Reviews in Educational Research Methodology, Perspectives and Application, Berlin, Germany, B1
Digitally Mediated Assessment in Higher Education: Ethical and Social Impacts
Margaret Bearman, P Dawson, Joanna Tai
(2020), Vol. 7, pp. 23-36, Re-imagining University Assessment in a Digital World, Berlin, Germany, B1
The Future of Self and Peer Assessment: Are Technology or People the Key?
Joanna Tai, Chie Adachi
(2020), pp. 213-227, Re-imagining university assessment in a digital world, Berlin, Germany, B1
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
Grudges and gratitude: the social-affective impacts of peer assessment
J Zhou, Y Zheng, J Tai
(2020), Vol. 45, pp. 345-358, Assessment and evaluation in higher education, Abingdon, Eng., C1
Re-imagining University Assessment in a Digital World
M Bearman, Phillip Dawson, R Ajjawi, J Tai, D Boud
(2020), Berlin, Germany, A7
The transformative role of self and peer assessment in developing critical thinkers
Joanna Tai, Chie Adachi
(2019), pp. 64-74, Innovative Assessment in Higher Education A Handbook for Academic Practitioners, London, Eng., B1
Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement
Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi
(2019), pp. 37-50, The impact of feedback in higher education : improving assessment outcomes for learners, Berlin, Germany, B1
Michelle Kelly, Joanna Tai
(2019), pp. 113-120, Healthcare simulation research: a practical guide, Cham, Switzerland, B1
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
Conversation Starter: Advancing the Theory of Peer-Assisted Learning
T Callese, R Strowd, B Navarro, I Rosenberg, C Waasdorp Hurtado, J Tai, J Riddle, A Cianciolo
(2019), Vol. 31, pp. 7-16, Teaching and Learning in Medicine, United States, C1
Student perspectives of engagement in learning in contemporary and digital contexts
J Tai, R Bellingham, J Lang, P Dawson
(2019), Vol. 38, pp. 1075-1089, Higher Education Research and Development, London, Eng., C1
Authenticating assessment through the video essay-a pilot case study
Sean Redmond, Joanna Tai
(2019), Vol. 5, Cinema journal, Austin, Tex., C1
Digital literacy expectations in higher education
J Coldwell-Neilson
(2019), pp. 103-112, ASCILITE 2018 : Open oceans: learning without borders : Proceedings of the 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Vic., E1
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
The role of peers in developing evaluative judgement
J Tai, S Sevenhuysen
(2018), pp. 156-165, Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, London, Eng., B1
What should we teach the teachers? Identifying the learning priorities of clinical supervisors
M Bearman, J Tai, F Kent, V Edouard, D Nestel, E Molloy
(2018), Vol. 23, pp. 29-41, Advances in Health Sciences Education, Netherlands, C1
C Adachi, J Tai, P Dawson
(2018), Vol. 43, pp. 294-306, Assessment & evaluation in higher education, Abingdon, Eng., C1
A framework for designing, implementing, communicating and researching peer assessment
C Adachi, J Tai, P Dawson
(2018), Vol. 37, pp. 453-467, Higher education research and development, Abingdon, Eng., 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
D Boud, R Ajjawi, P Dawson, J Tai
(2018), Abingdon, Eng., A7
Evaluative judgement and peer assessment: promoting a beneficial reciprocal relationship
J Tai
(2018), pp. 516-521, ASCILITE 2018 : Proceedings of the 35th International Conference on Open Oceans : Learning without Borders - Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Geelong, Victoria, E1
J Tai, B Canny, T Haines, E Molloy
(2017), Vol. 29, pp. 13-24, Teaching and Learning in Medicine, United States, C1
J Tai, B Canny, T Haines, E Molloy
(2017), Vol. 29, pp. 162-172, Teaching and Learning in Medicine, United States, C1
Gender matters: Students' perceptions of peer learning in clinical education
J Tai, B Canny, E Molloy, T Haines
(2017), Vol. 18, pp. 3-15, FOCUS ON HEALTH PROFESSIONAL EDUCATION-A MULTIDISCIPLINARY JOURNAL, C1
Clinical supervision training across contexts
J Tai, M Bearman, V Edouard, F Kent, D Nestel, E Molloy
(2016), Vol. 13, pp. 262-266, Clinical Teacher, England, C1-1
J Tai, B Canny, T Haines, E Molloy
(2016), Vol. 21, pp. 659-676, Advances in health sciences education, Dordrecht, The Netherlands, C1-1
Same-level peer-assisted learning in medical clinical placements: A narrative systematic review
J Tai, E Molloy, T Haines, B Canny
(2016), Vol. 50, pp. 469-484, Medical Education, England, C1-1
Undertaking and reporting qualitative research
J Tai, R Ajjawi
(2016), Vol. 13, pp. 175-182, Clinical Teacher, England, C1
Enabler or inhibitor? Educational technology in self and peer assessment
C Adachi, J Tai, P Dawson
(2016), pp. 11-16, ASCILITE 2016 : Show Me The Learning : Proceedings of the 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, South Australia, E1
J Tai, T Haines, B Canny, E Molloy
(2014), Vol. 7, pp. 57-80, Journal of peer learning, Wollongong, N.S.W., C1-1
Honesty in critically reflective essays: an analysis of student practice
S Maloney, J Tai, K Lo, E Molloy, D Ilic
(2013), Vol. 18, pp. 617-626, Advances in health sciences education, Dordrecht, The Netherlands, C1-1
J Tai, S Cooray, J Kam
(2013), Vol. 199, pp. 754-756, Medical journal of Australia, Sydney, N.S.W., C1-1
A vertical study programme for medical students: peer-assisted learning in practice
J Kam, J Tai, R Mitchell, E Halley, S Vance
(2013), Vol. 35, pp. e943-e945, Medical teacher, London, Eng., C1-1
Self-Directed Online Learning Modules: Students' Behaviours and Experiences
Stephen Maloney, Joanna Tai, Sophie Paynter, Kristin Lo, Dragan Ilic
(2013), Vol. 1, pp. 8-15, PHARMACY, C1-1
Funded Projects at Deakin
Australian Competitive Grants
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
- 2023: $37,495
Other Public Sector Funding
Equivalencies, standards and adjustments: re-inventing inclusive assessment practices in exam settings
Dr Joanna Tai, Prof Rola Ajjawi, Prof Margaret Bearman, Dr Mary Dracup
NCSEHE National Centre for Student Equity in Higher Research
- 2021: $21,800
- 2020: $15,000
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
Juan Camilo Fischer Rodriguez
Thesis entitled: Evaluative Judgement in undergraduate physics: A Practice Architectures perspective
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
Sarah Lambert
Thesis entitled: Open Education as Social Justice
Doctor of Philosophy (Education), School of Education