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