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 publications based on the number of citations as measured in the Web of Science. All have over 100 citations each.

  • 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.
  • Telio, S., Ajjawi, R., & Regehr, G. (2015). The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education. Academic Medicine, 90(5), 609–614,
  • Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413,
  • Telio, S., Regehr, G., & Ajjawi, R. (2016). Feedback and the educational alliance: examining credibility judgements and their consequences. Medical Education 50, 933–942
  • Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: an interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252–265,
  • Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347–360,
  • 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.
  • 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,
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325,
  • 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,
  • 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,
  • Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540.

All our publications

Download the full list of CRADLE publications from 2015 to now.

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