Joanna Tai

Publications

• How does assessment drive learning? A focus on students’ development of evaluative judgement
• Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education
• How can learners practice evaluative judgement using qualitative self-assessment?
• Developing evaluative judgement for a time of generative artificial intelligence
• Paradigm shifts during higher degrees by research
• Students’ feedback literacy in workplace integrated learning: How prepared are they?
• Feedback that works: a realist review of feedback interventions for written tasks
• Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study
• Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement
• An empirical study of student action from ipsative design of feedback processes
• Exploring the notion of teacher feedback literacies through the theory of practice architectures
• Assessment for inclusion: rethinking contemporary strategies in assessment design
• The reciprocal nature of assessment-as-learning and feedback literacy
• Authentic assessment design for work-integrated learning
• Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?
• How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
• Designing assessment for inclusion: an exploration of diverse students’ assessment experiences
• The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries
• Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
• Student partners as co-contributors in research: a collective autoethnographic account
• Preparing students for the future through developing evaluative judgement
• Navigating feedback practices across learning contexts: implications for feedback literacy
• Observational studies in health professional education research
• How is theory used in assessment and feedback research? A critical review
• Invoking culture in medical education research: A critical review and metaphor analysis
• Understanding the place and value of GenAI feedback: a recognition-based framework
• “Attending lectures in your pyjamas”: student agency in constrained circumstances
• Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
• Grudges and gratitude: the social-affective impacts of peer assessment
• How conceptualising respect can inform feedback pedagogies
• ‘I’d struggle to see it as cheating’: the policy and regulatory environments of study drug use at universities
• What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
• What’s outside the learning box? Resisting traditional forms of learning and assessment with the video essay: a dialogue between screen media & education
• Student agency in feedback: beyond the individual
• Feedback practices as part of signature pedagogy for clinical placements
• Can students’ feedback literacy be improved? A scoping review of interventions
• Enhancing feedback capabilities with the peer feedback module
• A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19
• From authentic assessment to authenticity in assessment: broadening perspectives
• Measuring what learners do in feedback: the feedback literacy behaviour scale
• Are inherent requirements a barrier to diversity? An analysis of course entry information
• Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature
• How do students experience inclusive assessment? A critical review of contemporary literature
• Assessment for Inclusion in Higher Education
• Promoting Equity and Social Justice through Assessment for Inclusion
• Moving Forward
• What’s Your Problem? Writing Effective Research Questions for Quality Publications
• Inclusive assessment in health professions education: Balancing global goals and local contexts
• The house of cards: equity-group students’ experiences of structural inequity in higher education
• What does it take to provide effective peer feedback?
• Same-level peer-assisted learning in medical clinical placements: a narrative systematic review.
• Developing evaluative judgement: enabling students to make decisions about the quality of work
• Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work
• Digitally mediated assessment in higher education: ethical and social impacts
• The future of self and peer assessment: are technology or people the key?
• Peer learning in clinical placements
• The role of peers in developing evaluative judgement
• Enabler or inhibitor? Educational technology in self and peer assessment
• Does the use of summative peer assessment in collaborative group work inhibit good judgement?
• Conceptualisations and measures of student engagement: a worked example of systematic review
• Survey and other textual data
• Introduction: what is evaluative judgement?
• Creating an agenda for developing students’ evaluative judgement
• Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the “Real World”
• Feedback in undergraduate education: what makes a difference, for whom, and how
• Transforming curricula to focus on developing students’ evaluative judgement
• Self-Directed Online Learning Modules: Students’ Behaviours and Experiences.
• The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education
• Clinical supervision training across contexts
• A study of medical students' peer learning on clinical placements: What they have taught themselves to do.
• A peer-assisted vertical study program (VESPA) for medical students: Results of a pilot study.
• Introduction
• Student perspectives of engagement in learning in contemporary and digital contexts
• Evaluative Judgement: what is it, why is it important for our students, and how can assessment assist?
• Developing students' evaluative judgement through assessment and feedback
• Challenges and strategies in implementing self and peer assessment in the curriculum
• Improving medical students’ perceptions and experiences of feedback in clinical medical education: a student-targeted educational intervention
• Assessment literacies in higher education: from micro to macro
• Evaluative judgement and peer assessment: promoting a beneficial reciprocal relationship
• Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements
• Honesty in critically reflective essays: an analysis of student practice.
• Conceptualising evaluative judgement for sustainable assessment in higher education
• The transformative role of self and peer assessment in developing critical thinkers
• A vertical study programme for medical students: Peer-assisted learning in practice
• Students as teachers.
• Undertaking and reporting qualitative research
• Gender matters: Students’ perceptions of peer learning in clinical education
• Peer assessment and professional behaviours: what should we be assessing, how, and why?
• What should we teach the teachers? Identifying the learning priorities of clinical supervisors
• Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
• A framework for designing, implementing, communicating and researching peer assessment
• Student perspectives of engagement in learning in contemporary and digital contexts
• Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement
• Caught in a loop? Investigating the interplay between time and emotions for university students
• Developing the diverse workforce of tomorrow through assessment for learning: health professionals’ perspectives on necessary graduate capabilities