Feedback and feedback practices
Feedback can be powerful for learning – but for it to have an impact, learners need to be actively engaged. Our research investigates effective feedback practices across education and workplace settings.
Examples of our research on this theme include:
- promoting learner-centred views of feedback, such as the OLT-funded Feedback for Learning project
- exploring relational views of feedback, including the educational alliance, intellectual candour and dialogic feedback
- investigating feedback that has an effect, such as our edited volume The Impact of Feedback in Higher Education.
Practical research-based guide
Read our one-page guide to feedback that makes a difference.
References
- .Adachi, C, Tai, J and Dawson, P 2018, ‘Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education’, Assessment & Evaluation in Higher Education, vol. 43, no. 2, pp. 294–306, DOI:10.1080/02602938.2017.1339775.
- Ajjawi, R and Boud, D 2017, ‘Researching feedback dialogue: An interactional analysis approach’, Assessment & Evaluation in Higher Education, vol. 42, no. 2, pp. 252–265, DOI:10.1080/02602938.2015.1102863.
- Ajjawi, R and Boud, D 2018, ‘Examining the nature and effects of feedback dialogue’, Assessment & Evaluation in Higher Education, vol. 43, no. 7, pp. 1106–1119, DOI:10.1080/02602938.2018.1434128.
- Carless, D and Boud, D 2018, ‘The development of student feedback literacy: enabling uptake of feedback’, Assessment & Evaluation in Higher Education, vol. 43 no. 8, pp. 1315–1325, DOI:10.1080/02602938.2018.1463354.
- 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.
- Henderson, M, Ajjawi, R, Boud, D and Molloy, E (eds.) 2019, The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, Palgrave Macmillan.
- Joughin, G, Boud, D, Dawson, P and Tai, J 2020, ‘What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy’, Assessment & Evaluation in Higher Education, pp. 1–12, DOI:10.1080/02602938.2020.1733491.
- Winstone, N E and Boud, D 2020, ‘The need to disentangle assessment and feedback in higher education’, Studies in Higher Education, DOI:10.1080/03075079.2020.1779687.
More information
If you'd like to know more about this research theme email Associate Professor Phillip Dawson for further information.
Learning in and for the workplace
Universities strive to produce work-ready graduates, but learning doesn’t end when you graduate. Our research spans work-integrated learning at university and continuing education within workplaces, with a focus on developing assessment that engages learners in building their capabilities and identities. We also seek to understand and promote effective feedback cultures and feedback literacy to assist transitions to the workplace.
Examples of our research on this theme include:
- improving assessment in work-integrated learning, such as an ACEN-funded grant examining student experiences of alignment and authenticity in WIL assessment
- enhancing workplace feedback practices in healthcare though industry-funded grants with partners such as medical colleges and hospitals
- developing assessment for employability, such as promoting authentic feedback and developing evaluative judgement.
Practical research-based guide
Read our one-page guide to assessing work-integrated learning.
References
- Ajjawi, R, Hilder, J, Noble, C, Teodorczuk, A and Billett, S 2020, ‘Using video-reflexive ethnography to understand complexity and change practice’, Medical Education, DOI:10.1111/medu.14156.
- Ajjawi, R, Tai, J, Huu Nghia, T Le, Boud, D, Johnson, L and Patrick, C-J 2020, ‘Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context’, Assessment & Evaluation in Higher Education, vol. 45, no. 2, pp. 304–316, DOI:10.1080/02602938.2019.1639613.
- Bearman, M, Ajjawi, R, Brown, J and Kirby, C, 2020, ‘Feedback for future learning: the role of evaluative judgement within the practice curriculum’, Academic Medicine, DOI:10.1097/ACM.0000000000003716.
- Bearman, M, Greenhill, J and Nestel, D, 2019, ‘The power of simulation: a large-scale narrative analysis of learners’ experiences’, Medical Education, vol. 53, no. 4, pp. 369–379, DOI:10.1111/medu.13747.
- Dawson, P, Carless, D and Lee, P P W, 2020 ‘Authentic feedback: supporting learners to engage in disciplinary feedback practices’, Assessment & Evaluation in Higher Education, DOI:10.1080/02602938.2020.1769022.
- Jorre de St Jorre, T and Oliver, B, 2018, ‘Want students to engage? Contextualise graduate learning outcomes and assess for employability’, Higher Education Research & Development, vol. 37, no. 1, pp. 44–57, DOI:10.1080/07294360.2017.1339183.
- Oliver, B and Jorre de St Jorre T, 2018, ‘Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers’, Higher Education Research & Development, vol. 37, no. 4, pp. 821–836, DOI:10.1080/07294360.2018.1446415.
More information
If you'd like to know more about this research theme email Associate Professor Rola Ajjawi for further information.
Evaluative judgement
Whether in education or work, all learners need to be able make good judgements about their own learning and that of others. Our research examines how evaluative judgement is conceptualised, promoted and developed across a range of professional, disciplinary and learning contexts. It also considers the role of standards and the contribution of peer assessment, and underpins assessment and feedback in other themes.
Examples of our research on this theme include:
- advancing understandings of evaluative judgement and its role in assessment, such as our CRADLE-led edited volume Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work
- investigating ways to help students to develop evaluative judgement, including peer assessment
- exploring the role of rubrics, assessment criteria and standards in supporting and inhibiting evaluative judgement.
Practical research-based guide
Read our one-page guide to developing evaluative judgement.
References
- Adachi, C, Tai, J and Dawson, P 2018, ‘A framework for designing, implementing, communicating and researching peer assessment’, Higher Education Research & Development, vol. 37, no. 3, pp. 453–467, DOI:10.1080/07294360.2017.1405913.
- Ajjawi, R, Bearman, M and Boud, D 2019, ‘Performing standards: a critical perspective on the contemporary use of standards in assessment’, Teaching in Higher Education, DOI:10.1080/13562517.2019.1678579.
- Bearman, M and Ajjawi, R 2019, ‘Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria’, Studies in Higher Education, DOI:10.1080/03075079.2019.1637842.
- Bearman, M, Brown, J, Kirby, C and Ajjawi, R 2020, ‘Feedback that helps trainees learn to practice without supervision’, Academic Medicine, DOI:10.1097/ACM.0000000000003716.
- Boud, D, Ajjawi, R, Dawson, P and Tai, J (eds.) 2018, Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, Routledge.
- Ibarra-Sáiz, M S, Rodríguez-Gómez, G and Boud, D 2020, ‘Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement’, Higher Education, vol. 80, pp. 137–156, DOI:10.1007/s10734-019-00469-2.
- Panadero, E, Broadbent, J, Boud, D and Lodge, J 2019, ‘Using assessment to influence self- and co-regulated learning: the role of developing evaluative judgement’, European Journal of Psychology of Education, vol. 34, pp. 535–557, DOI:10.1007/s10212-018-0407-8.
- Sridharan, B and Boud, D 2019, ‘The effects of peer judgements on teamwork and self-assessment ability in collaborative group work’, Assessment and Evaluation in Higher Education, vol. 44, no. 6, pp. 894–909, DOI:10.1080/02602938.2018.1545898.
- Tai, J, Ajjawi, R, Boud, D, Dawson, P and Panadero, E 2018 ‘Developing evaluative judgement: enabling students to make decisions about the quality of work’, Higher Education, vol. 76, pp. 467–481, DOI:10.1007/s10734-017-0220-3.
More information
If you'd like to know more about this research theme email Professor David Boud for further information.
Assessment security and academic integrity
With a rapid shift to digital and remote learning, many students, educators and employers are concerned about cheating. Our research explores the effectiveness of attempts to secure assessment and promote integrity, as well as their unintended consequences.
Examples of our research on this theme include:
- investigating assessment security in an increasingly digital context, such as the book Defending Assessment Security in a Digital World: Preventing E-Cheating and Supporting Academic Integrity in Higher Education
- collaborating on research with industry partners
- improving the prevention and detection of cheating, such as through marker training.
References
- Dawson, P 2016, ‘Five ways to hack and cheat with bring-your-own-device electronic examinations’, British Journal of Educational Technology, vol. 47, no. 4, pp. 592–600, DOI:10.1111/bjet.12246.
- Dawson, P 2021, Defending Assessment Security in a Digital World, Routledge.
- 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.
- Dawson, P, Sutherland-Smith, W and Ricksen, M 2020, ‘Can software improve marker accuracy at detecting contract cheating? A pilot study of the Turnitin authorship investigate alpha’, Assessment & Evaluation in Higher Education, vol. 45, no. 4, pp. 473–482, DOI:10.1080/02602938.2019.1662884.
- Pitt, P, Dullaghan, K and Sutherland-Smith, W 2020, ‘“Mess, stress and trauma”: students’ experiences of formal contract cheating processes’, Assessment & Evaluation in Higher Education, DOI:10.1080/02602938.2020.1787332.
- Sutherland-Smith, W and Dullaghan, K 2019, ‘You don’t always get what you pay for: User experiences of engaging with contract cheating sites’, Assessment & Evaluation in Higher Education, vol. 44, no. 8, pp. 1148–1162, DOI:10.1080/02602938.2019.1576028.
Practical research-based guides
Read our one-page guide to detecting contract cheating and our two-page guide to academic integrity, assessment security and digital assessment.
More information
If you'd like to know more about this research theme email Associate Professor Phillip Dawson for further information.
Inclusion and belonging in a digital world
The digitally-connected world has the potential to increase educational opportunities for all members of society. Our research considers how to improve belonging, success and retention for students in a diverse range of situations and from a diverse range of backgrounds.
We investigate the ways in which assessment can support inclusion, and the implications for assessment design and the use of technology in assessment. We also explore broader ways of enhancing social justice through open and online higher education.
Examples of our research on this theme include:
- examining student failure and persistence, including student experiences and responses to failure and how students adapt to failure
- supporting the success and retention of equity group students, including work funded by the National Centre for Student Equity in Higher Education.
References
- Ajjawi, R, Dracup, M, Zacharias, N, Bennett, S and Boud, D 2020, ‘Persisting students’ explanations of and emotional responses to academic failure’, Higher Education Research & Development, vol. 39, no. 2, pp. 185–199. DOI:10.1080/07294360.2019.1664999.
- Bearman, M, Dawson, P, and Tai, J 2020, ‘Digitally mediated assessment in higher education: ethical and social impacts’, in Bearman, M, Dawson, P, Ajjawi, R, Tai, J, and Boud, D (eds), Re-imagining University Assessment in a Digital World, Springer, pp. 23–36.
- Tai, J, Bellingham, R, Lang, J and Dawson, P 2019, ‘Student perspectives of engagement in learning in contemporary and digital contexts’, Higher Education Research & Development, vol. 38, no. 5, pp. 1075–1089, DOI:10.1080/07294360.2019.1598338.
More information
If you'd like to know more about this research theme email Dr Joanna Tai for further information.
Representation in and beyond assessment
Graduates need to understand and portray their unique achievements and professional identity to different audiences. Our research examines how achievement is valued and assessed and the significance of what is represented, for students, educators, employers and the broader community.
This includes the interplay between learning and assessment design, the processes through which students become conscious of the skills and experiences acquired through formal and informal learning, and the authenticity and relevance of representations of achievements.
Examples of our research on this theme include:
- investigating how assessment can better recognise and portray the richness of student achievement, for instance through assessment for distinctiveness
- exploring learner, educator and employer perceptions of the value of digital micro-credentials and other digital artefacts, including as a means for incentivising, recognising and verifying personal achievement.
References
- Ajjawi, R, Boud, D and Marshall, D 2020, ‘Repositioning assessment-as-portrayal: what can we learn from celebrity and persona studies?’, in Bearman, M, Dawson, P, Ajjawi, R, Tai, J, and Boud, D (eds), Re-imagining University Assessment in a Digital World, Springer, pp. 65–78.
- Jorre de St Jorre, T 2020, ‘Sharing achievement through digital credentials: are universities ready for the transparency afforded by a digital world?’, in Bearman, M, Dawson, P, Ajjawi, R, Tai, J, and Boud, D (eds), Re-imagining University Assessment in a Digital World, Springer, pp. 277288.
- Jorre de St Jorre, T, Boud, D and Johnson, E D 2019, ‘Assessment for distinctiveness: recognising diversity of accomplishments’, Studies in Higher Education, pp. 1-12. DOI:10.1080/03075079.2019.1689385.
- Miller, K K, Jorre de St Jorre, T, West, J M and Johnson, E D 2017, ‘The potential of digital credentials to engage students with capabilities of importance to scholars and citizens’, Active Learning in Higher Education, vol. 21, no. 1, pp.11–22, DOI:10.1177/1469787417742021.
More information
If you'd like to know more about this research theme email Dr Trina Jorre De St Jorre for further information.