Phillip Dawson
Phillip Dawson
Professor and Associate Director, Centre for Research in Assessment and Digital Learning
Verified email at - Homepage
Cited by
Cited by
Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
L Abeysekera, P Dawson
Higher education research & development 34 (1), 1-14, 2015
Qualitative synthesis and systematic review in health professions education
M Bearman, P Dawson
Medical education 47 (3), 252-260, 2013
Developing evaluative judgement: enabling students to make decisions about the quality of work
J Tai, R Ajjawi, D Boud, P Dawson, E Panadero
Higher Education 76 (3), 467-481, 2018
On the effectiveness of supplemental instruction: A systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010
P Dawson, J van der Meer, J Skalicky, K Cowley
Review of educational research 84 (4), 609-639, 2014
Assessment rubrics: towards clearer and more replicable design, research and practice
P Dawson
Assessment & Evaluation in Higher Education 42 (3), 347-360, 2017
Beyond a definition: Toward a framework for designing and specifying mentoring models
P Dawson
Educational Researcher 43 (3), 137-145, 2014
What makes for effective feedback: Staff and student perspectives
P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, ...
Assessment & Evaluation in Higher Education 44 (1), 25-36, 2019
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
C Adachi, JHM Tai, P Dawson
Assessment & Evaluation in Higher Education 43 (2), 294-306, 2018
How technology shapes assessment design: Findings from a study of university teachers
S Bennett, P Dawson, M Bearman, E Molloy, D Boud
British Journal of Educational Technology 48 (2), 672-682, 2017
Developing evaluative judgement in higher education: Assessment for knowing and producing quality work
D Boud, R Ajjawi, P Dawson, J Tai
Routledge, 2018
Support for assessment practice: developing the Assessment Design Decisions Framework
M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy
Teaching in Higher Education 21 (5), 545-556, 2016
Five ways to hack and cheat with bring‐your‐own‐device electronic examinations
P Dawson
British Journal of Educational Technology 47 (4), 592-600, 2016
Can markers detect contract cheating? Results from a pilot study
P Dawson, W Sutherland-Smith
Assessment & Evaluation in Higher Education 43 (2), 286-293, 2018
Our anonymous online research participants are not always anonymous: Is this a problem?
P Dawson
British Journal of Educational Technology 45 (3), 428-437, 2014
How university teachers design assessments: a cross-disciplinary study
M Bearman, P Dawson, S Bennett, M Hall, E Molloy, D Boud, G Joughin
Higher Education, 1-16, 2016
The new higher education reality: what is an appropriate model to address the widening participation agenda?
P Dawson, K Charman, S Kilpatrick
Higher Education Research & Development 32 (5), 706-721, 2013
Reframing assessment research: through a practice perspective
D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy
Studies in Higher Education 43 (7), 1107-1118, 2018
Assessment might dictate the curriculum, but what dictates assessment?
P Dawson, M Bearman, DJ Boud, M Hall, EK Molloy, S Bennett, ...
Teaching and Learning Inquiry 1 (1), 107-111, 2013
Sharing successes and hiding failures:‘reporting bias’ in learning and teaching research
P Dawson, SL Dawson
Studies in Higher Education 43 (8), 1405-1416, 2018
Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study
P Dawson, W Sutherland-Smith
Assessment & Evaluation in Higher Education 44 (5), 715-725, 2019
The system can't perform the operation now. Try again later.
Articles 1–20