Learning through, and for, work
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 seek to understand and promote effective feedback cultures and feedback literacy to assist transitions to the workplace.
Research Programs
Our learning through, and for, work research programs include:
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.
We look at promoting learner-centred views of feedback, such as the OLT-funded Feedback for Learning project and we explore relational views of feedback, including the educational alliance, intellectual candour and dialogic feedback. Our edited volume The Impact of Feedback in Higher Education investigates feedback that has an effect.
Read our one-page guide to feedback that makes a difference.
If you'd like to know more about this research theme please contact Professor Phillip Dawson.
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.
We work on improving assessment in work-integrated learning, such as an ACEN-funded grant examining student experiences of alignment and authenticity in WIL assessment. We have enhanced workplace feedback practices in healthcare though industry-funded grants with partners such as medical colleges and hospitals. We also develop assessment for employability, such as promoting authentic feedback and developing evaluative judgement.
Read our one-page guide to assessing work-integrated learning.
If you'd like to know more about this research theme please contact Professor Rola Ajjawi.
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.
Our CRADLE-led edited volume Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work advances understandings of evaluative judgement and its role in assessment.
We also investigate ways to help students to develop evaluative judgement, including peer assessment. Other research includes exploring the role of rubrics, assessment criteria and standards in supporting and inhibiting evaluative judgement.
Read our one-page guide to developing evaluative judgement.
If you'd like to know more about this research theme please contact Professor David Boud.
