Publications

Since 2015 the CRADLE team have published a significant amount of journal articles for various journals around the world.

Our most-cited research publications

Listed below are our top ten publications based on the number of citations as measured in the Web of Science.

2019


Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25–36, https://doi.org/10.1080/02602938.2018.1467877

2018


Adachi, C., Tai, J., & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294–306, https://doi.org/10.1080/02602938.2017.1339775

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325, https://doi.org/10.1080/02602938.2018.1463354

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481, https://doi.org/10.1007/s10734-017-0220-3

2017


Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: an interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252–265, https://doi.org/10.1080/02602938.2015.1102863

Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347–360, https://doi.org/10.1080/02602938.2015.1111294

Varpio, L., Ajjawi, R., Monrouxe, L. V., O’Brien, B. C., & Rees, C. E. (2017). Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking. Medical Education, 51(1), 40‐50. https://doi.org/10.1111/medu.13124

2016


Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413, https://doi.org/10.1080/02602938.2015.1018133

Tai, J., Molloy, E., Haines, T., & Canny, B. (2016). Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review. Medical Education, 50(4), 469‐484. https://doi.org/10.1111/medu.12898

2015


Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1‐14. https://doi.org/10.1080/07294360.2014.934336

All our publications

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