Publications
Since 2015 the CRADLE team have published a significant amount of journal articles for various journals around the world.
Latest Journal Publications
Generative AI
- Bearman, M., & Ajjawi, R. (2024). When I say … artificial intelligence. Medical Education, 58(11), 1273-1275. https://doi.org/10.1111/medu.15408
- Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 49(6), 893-905. https://doi.org/10.1080/02602938.2024.2335321
- Corbin, T., Bearman, M., Boud, D., & Dawson, P. (2025). The wicked problem of AI and assessment. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2553340
- Corbin, T., Dawson, P., Nicola-Richmond, K., & Partridge, H. (2025). ‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2456207
- Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2503964
- Corbin, T., Tai, J., & Flenady, G. (2025). Understanding the place and value of GenAI feedback: a recognition-based framework. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2459641
- Corbin, T. A., & Walton, J. (2025). The missing story of GenAI summarisers: a critical research agenda. Higher Education Research & Development. Advance Online Publication. https://doi.org/10.1080/07294360.2025.2486185
- Henderson, M., Bearman, M., Chung, J., Fawns, T., Buckingham Shum, S., Matthews, K. E., & de Mello Heredia, J. (2025). Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2502582
- Luo, J., & Dawson, P. (2025). Exploring value judgements in grading: will teachers mark down student work assisted by GenAI, and should they? Studies in Higher Education. Advance Online Publication. https://doi.org/10.1080/03075079.2025.2552825
- Walton, J., & Cormier, D. (2025). Autotune for Knowledge: A Generative Metaphor for AI in Education. Journal of Interactive Media in Education, 2025(1). https://doi.org/10.5334/jime.998
- Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025). Generative artificial intelligence as an enabler of student feedback engagement: a framework. Higher Education Research & Development. Advance Online Publication. https://doi.org/10.1080/07294360.2025.2476513
Assessment
- Ajjawi, R., Tai, J., Bearman, M., Boud, D., Dollinger, M., & Hayes, A. M. (2025). The multiplicity of authenticity in higher education assessment. Teaching in Higher Education, 30(3), 583-591. https://doi.org/10.1080/13562517.2025.2468598
- Dawson, P., Nicola-Richmond, K., & Partridge, H. (2024). Beyond open book versus closed book: a taxonomy of restrictions in online examinations. Assessment & Evaluation in Higher Education, 49(2), 262-274. https://doi.org/10.1080/02602938.2023.2209298
- Fawns, T., Bearman, M., Dawson, P., Nieminen, J. H., Ashford-Rowe, K., Willey, K., Jensen, L. X., Damşa, C., & Press, N. (2024). Authentic assessment: from panacea to criticality. Assessment & Evaluation in Higher Education, 50(3), 396-408. https://doi.org/10.1080/02602938.2024.2404634
- Nicola-Richmond, K., Dawson, P., & Partridge, H. (2024). Online proctored exams: rhetoric vs reality. Higher Education Research & Development, 43(2), 392-405. https://doi.org/10.1080/07294360.2023.2234310
- Nieminen, J. H., Yan, Z., & Boud, D. (2025). Self-assessment design in a digital world: centring student agency. Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2467647
- Tai, J. (2024). Assessment: how well are we doing? The Bulletin of the Royal College of Surgeons of England, 106(3), 158-161. https://doi.org/10.1308/rcsbull.2024.60
Assessment Security & Academic Integrity
- Awdry, R. (2024). Academic Misconduct Through a Criminological Lens. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1671-1688). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_189
- Dawson, P. (2024). Remote Proctoring: Understanding the Debate. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1511-1526). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_150
- Dawson, P., Bearman, M., Dollinger, M., & Boud, D. (2024). Validity matters more than cheating. Assessment & Evaluation in Higher Education, 49(7), 1005-1016. https://doi.org/10.1080/02602938.2024.2386662
- Dawson, P., & Dollinger, M. (2024). Challenging cheating? Assessment & Evaluation in Higher Education, 49(7), 907–910. https://doi.org/10.1080/02602938.2024.2411125
Evaluative Judgement
- Bearman, M., Castanelli, D. J., Molloy, E., & Ward, N. (2024). Trainees as teachers: Building evaluative judgement through peer teaching. The Clinical Teacher, 21(6), e13818. https://doi.org/10.1111/tct.13818
- Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 49(6), 893-905. https://doi.org/10.1080/02602938.2024.2335321
- Boshrabadi, A. M., & Boud, D. (2025). How can first-year assessment contribute to the continuing development of students’ academic writing skills? Assessment in Education: Principles, Policy & Practice. Advance Online Publication. https://doi.org/10.1080/0969594X.2025.2538515
- Nicola-Richmond, K., Ward, N., Logan, S., Lyons, N., & Ajjawi, R. (2024). Evaluative judgement in practice education: How does the ability to judge the quality of work impact placement performance? Australian Occupational Therapy Journal, 71(2), 291-301. https://doi.org/10.1111/1440-1630.12927
Feedback
- Bearman, M., Dracup, M., Ajjawi, R., Kirby, C., & Brown, J. (2025). Feedback, learning and becoming: Narratives of feedback in complex performance challenges. Medical Education, 59(2), 164-172. https://doi.org/10.1111/medu.15469
- Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2024). Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983
- Jensen, L. X., Bearman, M., & Boud, D. (2025). Characteristics of productive feedback encounters in online learning. Teaching in Higher Education, 30(1), 69-83. https://doi.org/10.1080/13562517.2023.2213168
- Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education, 49(1), 39-52. https://doi.org/10.1080/02602938.2023.2177613
- Little, T., Dawson, P., Boud, D., & Tai, J. (2025). What does it take to provide effective peer feedback? Assessment & Evaluation in Higher Education. Advance Online Publication. https://doi.org/10.1080/02602938.2025.2475059
Inclusive Assessment
- Finn, G. M., Tai, J., & Nadarajah, V. D. (2025). Inclusive assessment in health professions education: Balancing global goals and local contexts. Medical Education, 59(1), 88-96. https://doi.org/10.1111/medu.15535
- Tai, J., Ajjawi, R., & Umarova, A. (2024). How do students experience inclusive assessment? A critical review of contemporary literature. International Journal of Inclusive Education, 28(4), 1936-1953. https://doi.org/10.1080/13603116.2021.2011441
Student Identity, Equity and Belonging
- Ajjawi, R., Crawford, N., Bearman, M., Brett, M., Dollinger, M., & Tai, J. (2025). The house of cards: equity-group students’ experiences of structural inequity in higher education. Higher Education Research & Development. Advance Online Publication. https://doi.org/10.1080/07294360.2025.2456819
- Ajjawi, R., Fischer, J., Adachi, C., Bearman, M., Boud, D., Macfarlane, S., Tran, L. T., & Coutts, K. (2025). Coming to belong in the university through small acts of connection. Studies in Higher Education. Advance Online Publication. https://doi.org/10.1080/03075079.2025.2462666
- Bearman, M., & Ajjawi, R. (2025). Artificial intelligence and gender equity: An integrated approach for health professional education. Medical Education. Advance Online Publication. https://doi.org/10.1111/medu.15657
- Cheung, H. K., & Nieminen, J. H. (2025). ‘I’m a cracked vase’: identity narratives of disabled pre-service teachers. Disability & Society. Advance Online Publication. https://doi.org/10.1080/09687599.2025.2470726
- Gravett, K., Ajjawi, R., & O Shea, S. (2025). Topologies of belonging in the digital university. Pedagogy, Culture & Society, 33(2), 597-611. https://doi.org/10.1080/14681366.2023.2256342
- Dollinger, M., Crawford, N., Ajjawi, R., Bearman, M., & Tai, J. (2025). Caught in a loop? Investigating the interplay between time and emotions for university students. Teaching in Higher Education. Advance Online Publication. https://doi.org/10.1080/13562517.2025.2449642
Most-cited Publications
Listed below are our most popular publications based on the number of citations as measured in the Web of Science in October 2025.
Artificial Intelligence
- Bearman, M., Ryan, J. & Ajjawi, R. (2023). Discourses of artificial intelligence in higher education: a critical literature review. Higher Education, 86, 369–385. https://doi.org/10.1007/s10734-022-00937-2 [131 citations]
Assessment
- 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 [129 citations]
- Ajjawi, R., Tai, J., Huu Nghia, T. L., Boud, D., Johnson, L., & Patrick, C. J. (2019). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2), 304–316. https://doi.org/10.1080/02602938.2019.1639613 [103 citations]
- 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 [283 citations]
- 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 [174 citations]
Evaluative Judgement
- 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 [396 citations]
Feedback
- 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 [194 citations]
- 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 [1,071 citations]
- 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 [272 citations]
- Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807 [120 citations]
- Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 27(7), 908–922. https://doi.org/10.1080/13562517.2020.1754784 [132 citations]
- Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955 [287 citations]
- Telio, S., Regehr, G., & Ajjawi, R. (2016). Feedback and the educational alliance: examining credibility judgements and their consequences. Medical Education, 50(9), 933–942 https://doi.org/10.1111/medu.13063 [153 citations]
Research Methodologies
- 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 [651 citations]
All Publications
Download the latest full list of CRADLE publications from 2015.
Publication Posts
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Manifesto for feedback in the age of GenAI
In May 2025, Deakin University through CRADLE co-hosted a feedback symposium in Copenhagen alongside University of Copenhagen, King’s College London and the University of Melbourne. Seventeen leading researchers came together to…
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Try our free guide to GenAI in Work-Integrated Learning
We are absolutely delighted to share with you a new guide, developed by CRADLE members and colleagues who attended the 2024 CRADLE Symposium on Generative Artificial Intelligence and Work-Integrated Learning. The…
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CRADLE is a top contributor to feedback literacy research
A recent bibliometric analysis of the term “feedback literacy” from 2012–2024 by X Liang et al. was undertaken using data collected from Scopus. The article highlighted David Carless and David Boud…
