Dr Joanna Tai

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

Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature

M Bearman, J Tai, M Henderson, R Esterhazy, P Mahoney, E Molloy

(2024), pp. 1-17, 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

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis

J Tai, P Mahoney, R Ajjawi, M Bearman, J Dargusch, M Dracup, L Harris

(2023), Vol. 48, pp. 1-13, Assessment & Evaluation in Higher Education, London, Eng., 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, Oxford, 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

(2023), Vol. 86, pp. 1363-1376, Higher Education, Berlin, Germany, 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

Identifying Opportunities for Peer-Assisted Learning In Speech Language Therapy Clinical Education

Hasherah Mohd Ibrahim, Nurul Mohd Shafri, Joanna Tai

(2023), Vol. 21, pp. 65-73, Jurnal Sains Kesihatan Malaysia, Bangi, Selangor, C1

Feedback seeking by first-year Chinese international students: Understanding practices and challenges

J Zhou, C Deneen, J Tai, P Dawson

(2023), Vol. 57, pp. 1-12, Assessing Writing, Amsterdam, The Netherlands, 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

Understanding underperformance in a high-stakes clinical-based simulation assessment in physiotherapy: a descriptive analysis

B Flew, B Judd, B Lange, D Lee, F Blackstock, J Tai, K Tognon, L Chipchase

(2023), Vol. 23, pp. 1-8, BMC Medical 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

Moving beyond reasonable adjustments: Supporting employability through inclusive assessment design

J Tai

(2023), Vol. 14, pp. 70-86, Journal of Teaching and Learning for Graduate Employability, Perth, W.A., C1

The "ANZAHPE Way": Nurturing health professionals, educators, learners and researchers in the next 50 years

J Ash, M Anakin, B Canny, C Denniston, E Molloy, G Rogers, J Romeo, J Rudland, A Schoo, J Tai, A Vnuk

(2023), Vol. 24, pp. 176-184, Focus on Health Professional Education: A Multi-Professional Journal, Adelaide, S.A., C1

How can learners practice evaluative judgement using qualitative self-assessment?

Cedomir Gladovic, Joanna Tai, Kelli Nicola-Richmond, Phillip Dawson

(2023), pp. 1-12, Assessment & Evaluation in Higher Education, London, Eng., 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

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

A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19

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), Vol. 47, pp. 1330-1344, Assessment & Evaluation in Higher Education, London, Eng., C1

The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries

Neil Guppy, Dominique Verpoorten, David Boud, Lin Lin, Joanna Tai, Silvia Bartolic

(2022), pp. 1-16, British Journal of Educational Technology, London, Eng., C1

How is theory used in assessment and feedback research? A critical review

J Nieminen, M Bearman, J Tai

(2022), pp. 1-18, Assessment and Evaluation in Higher Education, 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

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

'I'd struggle to see it as cheating': the policy and regulatory environments of study drug use at universities

M Dunn, P Dawson, M Bearman, J Tai

(2021), Vol. 40, pp. 234-246, Higher Education Research and Development, C1

What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy

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

What's outside the learning box? Resisting traditional forms of learning and assessment with the video essay: a dialogue between screen media & education

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

Transgressing the boundaries of 'students as partners' and 'feedback' discourse communities to advance democratic education

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

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage

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

Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

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

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

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

Academics' perceptions of the benefits and challenges of self and peer assessment in higher education

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

Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements

J Tai, B Canny, T Haines, E Molloy

(2017), Vol. 29, pp. 13-24, Teaching and Learning in Medicine, United States, C1

Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World"

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

The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education

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

A study of medical students' peer learning on clinical placements: what they have taught themselves to do

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

Students as teachers

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