Ms Paige Mahoney

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. 390-402, Assessment and Evaluation in Higher Education, 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

The usefulness of feedback

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

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

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

A qualitative synthesis of video feedback in higher education

P Mahoney, S Macfarlane, R Ajjawi

(2019), Vol. 24, pp. 157-179, Teaching in higher education, Abingdon, Eng., 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

Professional development for sessional staff in higher education: a review of current evidence

D Hitch, P Mahoney, S Macfarlane

(2018), Vol. 37, pp. 285-300, Higher education research and development, London, Eng., C1