Working out work: Integrated development practices in organizations
Book chapter
Chappell, C., Scheeres, H., Boud, D. and Rooney, D. 2009. Working out work: Integrated development practices in organizations. in: Field, J., Gallacher, J. and Ingram, R. (ed.) Researching Transitions in Lifelong Learning London and New York Routledge. pp. 175-188
| Chapter title | Working out work: Integrated development practices in organizations |
|---|---|
| Authors | Chappell, C., Scheeres, H., Boud, D. and Rooney, D. |
| Research Group | Work and Learning Research Centre |
| Page range | 175-188 |
| Book title | Researching Transitions in Lifelong Learning |
| Editors | Field, J., Gallacher, J. and Ingram, R. |
| Publisher | Routledge |
| Place of publication | London and New York |
| ISBN | |
| Hardcover | 9780415495981 |
| Paperback | 9780415495998 |
| Electronic | 9780203875179 |
| Publication dates | |
| 01 Jun 2009 | |
| Online | 03 Jun 2009 |
| Publication process dates | |
| Deposited | 27 Feb 2017 |
| Output status | Published |
| Web address (URL) | https://www.taylorfrancis.com/chapters/edit/10.4324/9780203875179-21 |
| https://www.routledge.com/9780415495981 | |
| https://doi.org/10.4324/9780203875179 | |
| Scopus EID | 2-s2.0-71449119814 |
| Language | English |
Permalink -
https://repository.mdx.ac.uk/item/86x8q
177
total views0
total downloads8
views this month0
downloads this month
Export as
Related outputs
How can first-year assessment contribute to the continuing development of students’ academic writing skills?
Boshrabadi, A.M. and Boud, D. 2025. How can first-year assessment contribute to the continuing development of students’ academic writing skills? Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2025.2538515Student self-assessment: a meta-review of five decades of research
Nieminen, J.H. and Boud, D. 2025. Student self-assessment: a meta-review of five decades of research. Assessment in Education: Principles, Policy & Practice. 35 (2), pp. 127-151. https://doi.org/10.1080/0969594X.2025.2510211Designing feedback activities to help low-performing students
Bjælde, O.E., Boud, D. and Lindberg, A. 2025. Designing feedback activities to help low-performing students. Active Learning in Higher Education. 26 (1), pp. 123-137. https://doi.org/10.1177/14697874231212820Self-assessment design in a digital world: centring student agency
Nieminen, J., Yan, Z. and Boud, D. 2025. Self-assessment design in a digital world: centring student agency. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2467647The roles of reflection in professional practice doctorates
Cranfield, S., Boud, D. and Costley, C. 2025. The roles of reflection in professional practice doctorates. in: Hallett, F. (ed.) Debates in Doctoral Education: Challenges and Opportunities London, UK Routledge. pp. 93-107Placing authenticity at the heart of student self-assessment: an integrative review
Nieminen, J. and Boud, D. 2025. Placing authenticity at the heart of student self-assessment: an integrative review. Teaching in Higher Education. 30 (3), pp. 640-662. https://doi.org/10.1080/13562517.2024.2367669Characteristics of productive feedback encounters in online learning
Jensen, L.X., Bearman, M. and Boud, D. 2025. Characteristics of productive feedback encounters in online learning. Teaching in Higher Education. 30 (1), pp. 69-83. https://doi.org/10.1080/13562517.2023.2213168Enhancing feedback capabilities with the peer feedback module
Little, T., Tai, J., Dawson, P. and Boud, D. 2024. Enhancing feedback capabilities with the peer feedback module. Cochrane, T., Narayan, V., Bone, E., Deneen, C., Saligari, M., Tregloan, K. and Vanderburg, R (ed.) ASCILITE 2024 Conference. Melbourne, Australia 01 - 04 Dec 2024 ASCILITE Publications. pp. 73-74 https://doi.org/10.14742/apubs.2024.1346Academics' intention to sustain new teaching practices after the COVID-19 pandemic: examined through the theory of planned behaviour
Broadbent, J., Bearman, M., Boud, D. and Dawson, P. 2024. Academics' intention to sustain new teaching practices after the COVID-19 pandemic: examined through the theory of planned behaviour. Higher Education. 90 (2), pp. 371-386. https://doi.org/10.1007/s10734-024-01326-7Validity matters more than cheating
Dawson, P., Bearman, M., Dollinger, M. and Boud, D. 2024. Validity matters more than cheating. Assessment & Evaluation in Higher Education. 49 (7), pp. 1005-1016. https://doi.org/10.1080/02602938.2024.2386662Authentic assessment training for university teachers
Villarroel, V., Bruna, D., Bruna, C., Brown, G. and Boud, D. 2024. Authentic assessment training for university teachers. Assessment in Education: Principles, Policy & Practice. 31 (2), pp. 116-134. https://doi.org/10.1080/0969594x.2024.2350395Developing evaluative judgement for a time of generative artificial intelligence
Bearman, M., Tai, J., Dawson, P., Boud, D. and Ajjawi, R. 2024. Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education. 49 (6), pp. 893-905. https://doi.org/10.1080/02602938.2024.2335321The assessment challenge of social and collaborative learning in higher education
Boud, D. and Bearman, M. 2024. The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory. 56 (5), pp. 459-468. https://doi.org/10.1080/00131857.2022.2114346Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education?
Hersh, D. and Boud, D. 2024. Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education? Aphasiology. 38 (1), pp. 123-143. https://doi.org/10.1080/02687038.2022.2163462Can students' feedback literacy be improved? A scoping review of interventions
Little, T., Dawson, P., Boud, D. and Tai, J. 2024. Can students' feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education. 49 (1), pp. 39-52. https://doi.org/10.1080/02602938.2023.2177613Changing representations of student achievement: the need for innovation
Ajjawi, R. and Boud, D. 2024. Changing representations of student achievement: the need for innovation. Innovations in Education and Teaching International. 61 (3), pp. 597-607. https://doi.org/10.1080/14703297.2023.2192513How does assessment drive learning? A focus on students' development of evaluative judgement
Fischer, J., Bearman, M., Boud, D. and Tai, J. 2024. How does assessment drive learning? A focus on students' development of evaluative judgement. Assessment & Evaluation in Higher Education. 49 (2), pp. 233-245. https://doi.org/10.1080/02602938.2023.2206986A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Buckingham Shum, S., Lim, L.-A., Boud, D., Bearman, M. and Dawson, P. 2023. A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education. 20 (1). https://doi.org/10.1186/s41239-023-00410-9From authentic assessment to authenticity in assessment: broadening perspectives
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D. and Bearman, M. 2023. From authentic assessment to authenticity in assessment: broadening perspectives. Assessment & Evaluation in Higher Education. 49 (4), pp. 499-510. https://doi.org/10.1080/02602938.2023.2271193Measuring what learners do in feedback: the feedback literacy behaviour scale
Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D. and Mahoney, P. 2023. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education. 49 (3), pp. 348-362. https://doi.org/10.1080/02602938.2023.2240983The pivotal role of student assessment in work-integrated learning
Boud, D., Costley, C., Cranfield, S., Desai, J., Nikolou-Walker, E., Nottingham, P. and Wilson, D. 2023. The pivotal role of student assessment in work-integrated learning. Higher Education Research & Development. 42 (6), pp. 1323-1337. https://doi.org/10.1080/07294360.2022.2152981Assessment for inclusion: rethinking contemporary strategies in assessment design
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P. and Jorre de St Jorre, T. 2023. Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development. 42 (2), pp. 483-497. https://doi.org/10.1080/07294360.2022.2057451Feedback encounters: towards a framework for analysing and understanding feedback processes
Jensen, L.X., Bearman, M. and Boud, D. 2023. Feedback encounters: towards a framework for analysing and understanding feedback processes. Assessment & Evaluation in Higher Education. 48 (1), pp. 121-134. https://doi.org/10.1080/02602938.2022.2059446Navigating feedback practices across learning contexts: implications for feedback literacy
Malecka, B., Boud, D., Tai, J. and Ajjawi, R. 2022. Navigating feedback practices across learning contexts: implications for feedback literacy. Assessment & Evaluation in Higher Education. 47 (8), pp. 1330-1344. https://doi.org/10.1080/02602938.2022.2041544Student agency in feedback: beyond the individual
Nieminen, J.H., Tai, J., Boud, D. and Henderson, M. 2022. Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education. 47 (1), pp. 95-108. https://doi.org/10.1080/02602938.2021.1887080Hampering teaching excellence? Academics making decisions in the face of contradictions
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2022. Hampering teaching excellence? Academics making decisions in the face of contradictions. Studies in Higher Education. 47 (4), pp. 941-952. https://doi.org/10.1080/03075079.2020.1828327Developing student feedback literacy through self and peer assessment interventions
Hoo, H., Deneen, C. and Boud, D. 2022. Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education. 47 (3), pp. 444-457. https://doi.org/10.1080/02602938.2021.1925871A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19
Bartolic, S.K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M.M., Polly, P., Tai, J., Marsh, H.L., Lin, L., Burgess, J., Habtu, S., Mercedes Rodrigo, M.M., Roth, M., Heap, T. and Guppy, N. 2022. A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review. 74 (3), pp. 517-533. https://doi.org/10.1080/00131911.2021.1955830An empirical study of student action from ipsative design of feedback processes
Malecka, B., Ajjawi, R., Boud, D. and Tai, J. 2022. An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education. 47 (5), pp. 801-815. https://doi.org/10.1080/02602938.2021.1968338Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development
Joughin, G., Bearman, M., Boud, D., Lockyer, J. and Adachi, C. 2022. Creating and sustaining collaborative connections: tensions and enabling factors in joint international programme development. Higher Education. 84 (4), pp. 827-844. https://doi.org/10.1007/s10734-021-00802-8Digital ethnography in higher education teaching and learning—a methodological review
Jensen, L.X., Bearman, M., Boud, D. and Konradsen, F. 2022. Digital ethnography in higher education teaching and learning—a methodological review. Higher Education. 84 (5), pp. 1143-1162. https://doi.org/10.1007/s10734-022-00838-4Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
Bartolic, S., Matzat, U., Tai, J., Burgess, J., Boud, D., Craig, H., Archibald, A., De Jaeger, A., Kaplan-Rakowski, R., Lutze-Mann, L., Polly, P., Roth, M., Heap, T., Agapito, J. and Guppy, N. 2022. Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic. Studies in Higher Education. 47 (12), pp. 2460-2472. https://doi.org/10.1080/03075079.2022.2081679The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J. and Bartolic, S. 2022. The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries. British Journal of Educational Technology. 53 (6), pp. 1750-1765. https://doi.org/10.1111/bjet.13212The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis
Yan, Z., Wang, X., Boud, D. and Lao, H. 2023. The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education. 48 (1), pp. 1-15. https://doi.org/10.1080/02602938.2021.2012644Understanding feedback in online learning - A critical review and metaphor analysis
Jensen, L.X., Bearman, M. and Boud, D. 2021. Understanding feedback in online learning - A critical review and metaphor analysis. Computers and Education. 173. https://doi.org/10.1016/j.compedu.2021.104271Fostering student motivation and engagement with feedback through ipsative processes
Malecka, B. and Boud, D. 2023. Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education. 28 (7), pp. 1761-1776. https://doi.org/10.1080/13562517.2021.1928061Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
Winstone, N.E., Ajjawi, R., Dirkx, K. and Boud, D. 2022. Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47 (7), pp. 1524-1536. https://doi.org/10.1080/03075079.2021.1916909What feedback literate teachers do: an empirically-derived competency framework
Boud, D. and Dawson, P. 2023. What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education. 48 (2), pp. 158-171. https://doi.org/10.1080/02602938.2021.1910928From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature
Winstone, N., Boud, D., Dawson, P. and Heron, M. 2022. From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education. 47 (2), pp. 213-230. https://doi.org/10.1080/02602938.2021.1902467Feedback that works: a realist review of feedback interventions for written tasks
Ajjawi, R., Kent, F., Broadbent, J., Tai, J., Bearman, M. and Boud, D. 2022. Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education. 47 (7), pp. 1343-1356. https://doi.org/10.1080/03075079.2021.1894115Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
Ajjawi, R., Dracup, M. and Boud, D. 2021. Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1952569The quality of assessment tasks as a determinant of learning
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2021. The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education. 46 (6), pp. 943-955. https://doi.org/10.1080/02602938.2020.1828268Testing the effectiveness of a blended vulnerable witness training for forensic interviewers
Lawrie, M., Brubacher, S.P., Earhart, B., Powell, M.B., Steele, L.C. and Boud, D. 2021. Testing the effectiveness of a blended vulnerable witness training for forensic interviewers. Journal of Family Trauma, Child Custody & Child Development. 18 (3), pp. 279-297. https://doi.org/10.1080/26904586.2021.1894303The usefulness of feedback
Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. and Mahoney, P. 2021. The usefulness of feedback. Active Learning in Higher Education. 22 (3), pp. 229-243. https://doi.org/10.1177/1469787419872393El futuro de la evaluación en la educación superior
Ibarra-Saiz, M. S., Rodriguez-Gomez, G., Boud, D., Rotsaert, T., Brown, S., Salinas-Salazar, M. L. and Rodriguez-Gomez, H. M. 2020. El futuro de la evaluación en la educación superior. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE). 26 (1). https://doi.org/10.7203/relieve.26.1.17323Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía
Boud, D. 2020. Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE). 26 (1). https://doi.org/10.7203/relieve.26.1.17088Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis
Yan, Z., Brubacher, S., Boud, D. and Powell, M. 2020. Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training & Development. 24 (4), pp. 357-373. https://doi.org/10.1111/ijtd.12201The need to disentangle assessment and feedback in higher education
Winstone, N. and Boud, D. 2022. The need to disentangle assessment and feedback in higher education. Studies in Higher Education. 47 (3), pp. 656-667. https://doi.org/10.1080/03075079.2020.1779687Impacts of a professional practice doctorate: a collaborative enquiry
Boud, D., Costley, C., Marshall, S. and Sutton, B. 2021. Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research & Development. 40 (3), pp. 431-445. https://doi.org/10.1080/07294360.2020.1765744Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
Malecka, B., Boud, D. and Carless, D. 2022. Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. 27 (7), pp. 908-922. https://doi.org/10.1080/13562517.2020.1754784The development and impact of professional doctorates
Costley, C. and Boud, D. 2021. The development and impact of professional doctorates. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE handbook of learning and work London Sage. pp. 223-238What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Joughin, G., Boud, D., Dawson, P. and Tai, J. 2021. What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education. 46 (1), pp. 80-91. https://doi.org/10.1080/02602938.2020.1733491Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2020. Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education. 80 (1), pp. 137-156. https://doi.org/10.1007/s10734-019-00469-2Forensic interviewers' perceptions of the utility of mock interviews with trained actors as a training tool for child interviewing
Lawrie, M., Brubacher, S.P., Powell, M.B. and Boud, D. 2020. Forensic interviewers' perceptions of the utility of mock interviews with trained actors as a training tool for child interviewing. Child Abuse and Neglect. 106. https://doi.org/10.1016/j.chiabu.2020.104553How do students adapt in response to academic failure?
Ajjawi, Rola, Boud, David, Zacharias, Nadine, Dracup, Mary and Bennett, Sue 2019. How do students adapt in response to academic failure? Student Success. 10 (3), pp. 84-91. https://doi.org/10.5204/ssj.v10.i3.1403Assessment for distinctiveness: Recognising diversity of accomplishments
de St Jorre, T.J., Boud, D. and Johnson, E.D. 2021. Assessment for distinctiveness: Recognising diversity of accomplishments. Studies in Higher Education. 46 (7), pp. 1371-1382. https://doi.org/10.1080/03075079.2019.1689385Performing standards: A critical perspective on the contemporary use of standards in assessment
Ajjawi, R., Bearman, M. and Boud, D. 2021. Performing standards: A critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education. 26 (5), pp. 728-741. https://doi.org/10.1080/13562517.2019.1678579Conditions that enable effective feedback
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E. and Mahoney, P. 2019. Conditions that enable effective feedback. Higher Education Research & Development. 38 (7), pp. 1401-1416. https://doi.org/10.1080/07294360.2019.1657807Persisting students' explanations of and emotional responses to academic failure
Ajjawi, R., Dracup, M., Zacharias, N., Bennett, S. and Boud, D. 2020. Persisting students' explanations of and emotional responses to academic failure. Higher Education Research & Development. 39 (2), pp. 185-199. https://doi.org/10.1080/07294360.2019.1664999Developing a learning-centred framework for feedback literacy
Molloy, E., Boud, D. and Henderson, M. 2020. Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education. 45 (4), pp. 527-540. https://doi.org/10.1080/02602938.2019.1667955Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
Ajjawi, R., Tai, J., Le Huu Nghia, T., Boud, D., Johnson, L. and Patrick, C. 2020. 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), pp. 304-316. https://doi.org/10.1080/02602938.2019.1639613Using principles of authentic assessment to redesign written examinations and tests
Villarroel, V., Boud, D., Bloxham, S., Bruna, D. and Bruna, C. 2020. Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International. 57 (1), pp. 38-49. https://doi.org/10.1080/14703297.2018.1564882Toward a pedagogy for professional noticing: learning through observation
Rooney, D. and Boud, D. 2019. Toward a pedagogy for professional noticing: learning through observation. Vocations and Learning. 12 (3), pp. 441-457. https://doi.org/10.1007/s12186-019-09222-3The effects of peer judgements on teamwork and self-assessment ability in collaborative group work
Sridharan, B. and Boud, D. 2019. The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education. 44 (6), pp. 894-909. https://doi.org/10.1080/02602938.2018.1545898Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia
Winstone, N. and Boud, D. 2019. Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development. 38 (2), pp. 411-425. https://doi.org/10.1080/07294360.2018.1532985Does the use of summative peer assessment in collaborative group work inhibit good judgement?
Sridharan, B., Tai, J. and Boud, D. 2019. Does the use of summative peer assessment in collaborative group work inhibit good judgement? Higher Education. 77 (5), pp. 853-870. https://doi.org/10.1007/s10734-018-0305-7Investigating invisible writing practices in the engineering curriculum using practice architectures
Goldsmith, R., Willey, K. and Boud, D. 2019. Investigating invisible writing practices in the engineering curriculum using practice architectures. European Journal of Engineering Education. 44 (1-2), pp. 71-84. https://doi.org/10.1080/03043797.2017.1405241Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
Panadero, E., Broadbent, J., Boud, D. and Lodge, J. 2019. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education. 34 (3), pp. 535-557. https://doi.org/10.1007/s10212-018-0407-8Threats to student evaluative judgement and their management
Joughin, G., Boud, D. and Dawson, P. 2019. Threats to student evaluative judgement and their management. Higher Education Research & Development. 38 (3), pp. 537-549. https://doi.org/10.1080/07294360.2018.1544227Technology and feedback design
Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M. and Molloy, E. 2018. Technology and feedback design. in: Spector, J.M., Lockee, B.B. and Childress, M.D. (ed.) Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy Springer. pp. 1-45The development of student feedback literacy: Enabling uptake of feedback
Carless, D. and Boud, D. 2018. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education. 43 (8), pp. 1315-1325. https://doi.org/10.1080/02602938.2018.1463354What makes for effective feedback: Staff and student perspectives
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. and Molloy, E. 2019. What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education. 44 (1), pp. 25-36. https://doi.org/10.1080/02602938.2018.1467877The Influence of professional doctorates on practice and the workplace
Boud, D., Fillery-Travis, A., Pizzolato, N. and Sutton, B. 2018. The Influence of professional doctorates on practice and the workplace. Studies in Higher Education. 43 (5), pp. 914-926. https://doi.org/10.1080/03075079.2018.1438121Examining the nature and effects of feedback dialogue
Ajjawi, R. and Boud, D. 2018. Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education. 43 (7), pp. 1106-1119. https://doi.org/10.1080/02602938.2018.1434128Creating an agenda for developing students' evaluative judgement
Boud, D., Dawson, P., Tai, J. and Ajjawi, R. 2018. Creating an agenda for developing students' evaluative judgement. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 186-195Conceptualising evaluative judgement for sustainable assessment in higher education
Ajjawi, R., Tai, J., Dawson, P. and Boud, D. 2018. Conceptualising evaluative judgement for sustainable assessment in higher education. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 7-17Introduction: what is evaluative judgement?
Dawson, P., Ajjawi, R., Boud, D. and Tai, J. 2018. Introduction: what is evaluative judgement? in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 1-4Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action
Ajjawi, R. and Boud, D. 2018. Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action. in: Delany, C. and Molloy, E. (ed.) Learning and Teaching in Clinical Contexts: A Practical Guide Elsevier. pp. 273-285The potential and paradox of informal learning
Boud, D. and Rooney, D. 2018. The potential and paradox of informal learning. in: Messmann, G., Segers, M. and Dochy, F. (ed.) Informal Learning at Work: Triggers, Antecedents and Consequences Routledge. pp. 134-152Assessment could demonstrate learning gains, but what is required for it to do so?
Boud, D. 2018. Assessment could demonstrate learning gains, but what is required for it to do so? Higher Education Pedagogies. 3 (1), pp. 54-56. https://doi.org/10.1080/23752696.2017.1413671