A second KIPRIME Fellow from CRADLE!
1 September 2023
Joanna Tai tells us about her selection for the prestigious KIPRIME fellowship. Joanna is CRADLE's second KIPRIME Fellow and found the development activity an excellent opportunity.
Read a review of our Masterclass in Inclusive Assessment
28 August 2023
In this post, Dr Shane McIver, CRADLE Fellowship Holder and Inclusive Education Lecturer reviews our Masterclass in Inclusive Assessment. This CRADLE and DLF collaborative event was presented by Juanita Custance, Associate Professor Alexander Mussap, and Dr Mollie Dollinger. It was co-hosted by Dr Joanna Tai and Dr Shane McIver. The Masterclass explored assessment design ideas and inspiration to integrate inclusive education into students’ learning experience.
Fantastic grant success: Inclusive WIL for future health professionals
11 August 2023
We are pleased to share that members of the CRADLE team have been successful in winning an Australian Collaborative Education Network (ACEN) 2023 Research Grant!
Read our latest publication: the feedback literacy behaviour scale
9 August 2023
Feedback can be one of the most powerful pedagogies we have in education, but its effects are dependent on what students do. In 2019, we set out to develop an instrument to study exactly that: the Feedback Literacy Behaviour Scale (FLBS). Well, it's finally published and you can read it here.
CRADLE Seminar Series #9 – Feedback literacy in and for the workplace
4 August 2023
Seminar #9 in our 2023 CRADLE Seminar Series is presented by visiting academic Dr Christy Noble, the Clinical Learning and Assessment Lead in the Academy for Medical Education at The University of Queensland. Christy discusses how to develop learners’ feedback literacy in and for workplace settings, particularly healthcare. Join us on Tuesday 12 September at 2pm.
Call for papers: Reconsidering authenticity in assessment
1 August 2023
The discourses of artificial intelligence, academic integrity, and equity have prompted renewed focus on authenticity in assessment. We are looking for papers that reconsider the role of authenticity in assessment for a special issue of Teaching in Higher Education.
