CRADLE Blog: The role of the social world in feedback and assessment (e.g. culture, relationships, emotions, and power)

Rola Ajjawi

Professor Rola Ajjawi has a Bachelor’s Honours Degree in Physiotherapy and worked as a physiotherapist and clinical educator before moving into academia full-time.

Rola conducts research into work-integrated learning, assessment and feedback, evaluative judgement, professional identity formation, and student engagement, failure and persistence. Rola is one of the top Australian researchers in these fields.

Rola is Deputy Editor of the journal Medical Education and on the editorial board of Teaching in Higher Education.

David Boud

Deakin Distinguished Professor David Boud is Co-Director of CRADLE.

Professor Boud is also Emeritus Professor at the University of Technology Sydney and Professor of Work and Learning at Middlesex University. He is Australia’s most internationally renowned educational researcher in higher education. He is a global leader in the fields of higher education, workplace learning, and assessment and feedback.

His work is used both by researchers and scholars committed to the development of teaching and learning and he has changed the foundations of assessment practice through pioneering research and development.

Phill Dawson

Professor Phill Dawson is Co-Director of CRADLE.

Professor Dawson holds a PhD in Higher Education and a first-class honours degree in Computer Science. He also has over a decade of university teaching experience and he has been awarded four university-level teaching awards and a citation from the Australian Learning and Teaching Council.

Phill researches assessment in higher education, focusing on feedback and cheating, predominantly in digital learning contexts. His 2021 book Defending Assessment Security in a Digital World explores how cheating is changing and what educators can do about it.

Margaret Bearman

Professor Margaret Bearman is CRADLE’s Professor of Research. Margaret holds a first class honours degree in computer science and a PhD in medical education.

Margaret’s interests are broad ranging and include assessment in university education, feedback in healthcare contexts, simulation and learning in a digital world.

Recognition for her work includes Program Innovation awards from the Australian Office of Learning and Teaching and Simulation Australasia.

Joanna Tai

Associate Professor Joanna Tai has a background in higher and health professions education.

Joanna’s research interests include student perspectives on learning and assessment from university to the workplace, peer-assisted learning, feedback, assessment literacy, developing capacity for evaluative judgement and research synthesis.

Helen Walker

Dr Helen Walker is CRADLE’s Research Manager. Helen assists the team with their research as well as manages CRADLE’s popular Seminar Series, International Symposia, and publications.

Jaclyn Broadbent

Professor Jaclyn Broadbent is Pro-Vice Chancellor, Academic Experience, a Professor of Psychology and a member of CRADLE. Jaclyn’s background is multidisciplinary, with PhDs in Psychology (2011) and Education (2021).

Jaclyn’s leadership has been acknowledged through prestigious awards for innovative teaching practices, including Deakin Teacher of the Year (twice), an AAUT Teaching Excellence Award, and a Citation.

Jaclyn’s research focuses on online self-regulated learning as well as the development, evaluation, and translation of effective online teaching strategies to ensure student success.

Dr Kate Anderson

School of Health and Social Development, Faculty of Health

Project: Online self-reflection

Professor Jaclyn Broadbent

School of Psychology, Faculty of Health

Project: Applying formative practices to summative assessment: A case study of a large class in the pursuit of sustainable assessment

Dr Ros Black

School of Education, Faculty of Arts & Education

Project: Belonging, joy and imagined academic futures in the move to online teaching

Associate Professor Kerrie Bridson

Deakin Business School, Faculty of Business and Law

Project: Business schools’ assessment design and practice: The role of professional accreditation bodies

Dr Tim Chambers

School of Psychology, Faculty of Health

Project: Can rethinking authentic assessments for first-year students foster their psychological wellbeing and social connectedness

Associate Professor Matthew Dunn

School of Health and Social Development, Faculty of Health

Project: Drug use among university students and perspectives of teachers

Associate Professor Danielle Hitch

School of Health and Social Development, Faculty of Health

Project: Experiences of disadvantaged allied health students and their clinical educators regarding assessment fairness during clinical placement

Dr M. Reza Hosseini

School of Architecture and Built Environment, Faculty of Science, Engineering, and the Built Environment (SEBE)

Project: Enriching collaborative problem solving assessment tasks: A focus on learning in digital networks

Dr Shane McIver

School of Health and Social Development, Faculty of Health

Project: Identifying barriers to assessment completion and submission as well as investigating solutions

Associate Professor Fiona McKay

School of Health and Social Development, Faculty of Health

Project: How international students enrolled in a Masters program in the School of Health and Social Development engage with Deakin’s mode of delivery, assessment, and feedback

Dr Bryony McNeill

School of Medicine, Faculty of Health

Project: Investigating assessment feedback in medical education

Associate Professor Jonathan Robertson

Deakin Business School, Faculty of Business and Law & Institute for Physical Activity and Nutrition, Faculty of Health

Project: Assessing the effectiveness of assessment in virtual environments in sport management

Honorary Associate Professor Wendy Sutherland-Smith

School of Psychology, Faculty of Health

Project: Teaching and learning integrity

Associate Professor Kelli Nicola-Richmond

School of Health and Social Development, Faculty of Health

Project: Identifying barriers to assessment completion and submission as well as investigating solutions

Dr Jemma Skeat

School of Health and Social Development, Faculty of Health

Project: Co-designing effective feedback: working with students and academics as collaborators to purposefully design feedback from clinical assessment

Kevin Dullaghan

Kevin Dullaghan is an Associate Research Fellow with CRADLE. Kevin assists the team with their research and manages the CRADLE Blog, website, and newsletter.

Kevin is interested in all areas of higher education research, particularly conducting surveys and interviews, identifying trends, and managing data. He first started with CRADLE looking into the murky world of contract cheating.

Jack Walton

Jack Walton is a Research Fellow within CRADLE. He holds a Bachelor of Music, and his PhD developed a theorisation of assessment in university music education.

His main research interests include assessment, judgement, and creative practice.

Laura Hughes

Dr Laura Hughes is an Associate Research Fellow and has a background in biomedical sciences, psychology and addictions.

Laura has research interests in feedback literacy, behaviour change and broadly higher education teaching and learning. Laura is currently working on the ARC Discovery Project Feedback literacy for effective learning at university and beyond.

Nicole Crawford

Nicole Crawford is a Senior Research Fellow, currently working on several research projects at CRADLE. She was an Equity Fellow at the National Centre for Student Equity in Higher Education (NCSEHE) and an educator in pre-degree programs at the University of Tasmania.

Nicole’s research interests include equity and inclusion in higher education, student and staff mental wellbeing, and enabling education.

Thomas Corbin

Dr Thomas Corbin is a Research Fellow and has recently joined the CRADLE team from Macquarie University, where he was a lecturer in the Philosophy Department.

His main research focus is on Education and Assessment Design at the intersection of Generative Artificial Intelligence and Work. In his spare time, he conducts research on Australian species of Cicada.

Professor Jaclyn Broadbent

Pro Vice-Chancellor Sessional Academic Experience and Professor in Psychology.

Project: Applying formative practices to summative assessment: A case study of a large class in the pursuit of sustainable assessment

Juuso Nieminen

Juuso Nieminen is a Senior Research Fellow with CRADLE and has been collaborating with CRADLE since his PhD candidature in 2018 at the University of Helsinki.

Juuso focuses on the social, cultural, and political dimensions of educational assessment. This includes student agency, assessment design and student identity formation. Juuso’s work also covers inclusion, diversity, and belonging in higher education. He is particularly interested in examining how assessment takes shape, and shapes people, in a social world.

Dr Bhavani Sridharan

Deakin Business School, Faculty of Business and Law

Project: Evidencing learning outcomes a multi level multidimensional course alignment model

Paige Mahoney

Paige Mahoney is a Research Fellow at CRADLE. She holds a first-class honours degree in Professional and Creative Writing and History.

Paige has worked on a range of research projects examining pedagogical and professional issues in higher education, including sessional academic staff, assessment feedback, inclusive pedagogies, and academic identity. Her own research explores the complex intersections between history and fiction, gender and memory, and regional and national identities.

Dr Maria Rae

School of Humanities and Social Sciences, Faculty of Arts and Education

Project: Voice, diversity and digital audio in assessment for inclusion

Associate Professor Laura Gray

School of Medicine and Institute for Mental and Physical Health and Clinical Translation, Faculty of Health,

Deputy Director – Damion Drapac Centre for Equity in Health Professions Education

Project: Masks on or off? Are workplace-based assessments a tool for professional identity development or a setting for identity dissonance, for neurodivergent medical students?

Associate Professor Darren Palmer

School of Humanities and Social Sciences, Faculty of Arts & Education

Project: TBC

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