Resources and publications

CRADLE suggests…

A series of briefings from the Centre for Research and Assessment in Digital Learning, which translates our own research into practice-based possibilities.

How to detect contract cheating (PDF, 141KB)

Assessment design innovations (PDF, 171KB)

Feedback strategies to make a difference (PDF, 155KB)

Strategies to implement self and peer assessment (PDF, 509KB)

Student engagement in contemporary and digital contexts (PDF, 522KB)

Developing evaluative judgement (PDF, 231KB)

Academic integrity, assessment security and digital assessment (PDF, 263KB)

Assessing work-integrated learning (WIL) programs: a guide to effective assessment design

This guide aims to foster high quality assessment practice in diverse WIL programs and activities, drawing on contemporary research and education theory. It is intended for academics, practitioners and industry partners involved in the design and delivery of WIL assessment, and contains guiding questions and case scenarios.

Download the guide (PDF, 776KB)

Research publications

Our most-cited research publications for 2019 were:

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. and Molloy, E. (2019) ‘What makes for effective feedback: staff and student perspectives’, Assessment & Evaluation in Higher Education, vol. 44, no. 1, pp. 25-36, DOI:10.1080/02602938.2018.1467877

Dawson, P. and Sutherland-Smith, W. (2019) ‘Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study’, Assessment & Evaluation in Higher Education, vol. 44, no. 5, pp. 715-725, DOI:10.1080/02602938.2018.1531109

Mahoney, P., Macfarlane, S. and Ajjawi, R. (2019) ‘A qualitative synthesis of video feedback in higher education’, Teaching in Higher Education, vol. 24, no. 2, pp. 157-179, DOI:10.1080/13562517.2018.1471457

Molloy, E. and Bearman, M. (2019) ‘Embracing the tension between vulnerability and credibility: “intellectual candour” in health professions education’, Medical Education, vol. 53, pp. 32-41. DOI:10.1111/medu.13649

Sridharan, B., Tai, J. and Boud, D. (2019) ‘Does the use of summative peer assessment in collaborative group work inhibit good judgement?’ Higher Education, vol. 77, pp. 853–870. DOI:10.1007/s10734-018-0305-7

Winstone, N. and Boud, D. (2019) ‘Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia’, Higher Education Research & Development, vol. 38, no. 2, pp. 411-425, DOI:10.1080/07294360.2018.1532985

Download a list of CRADLE's of 2015-2020 published academic research here