Assessment and feedback have a deep impact on student approaches to learning and life skills development. Given the diversification of assessment and feedback practice in contemporary higher education, forming critical research inquiries in this area has strong implications for pedagogical innovation and enhancement.

This area of research intends to explore a range of issues, including staff-student perceptions of the role of assessment and feedback, formative assessment and self‐regulated learning, and the development of student feedback literacy. By understanding how assessment and feedback are conceptualised and operationalised in specific contexts, it provides us with valuable insights into its design and practice, leading to a higher quality learning experience for students.

Publications

SHALHOUB, J., MARSHALL, D. C. & IPPOLITO, K. 2017. Perspectives on procedure-based assessments: a thematic analysis of semi-structured interviews with 10 UK surgical trainees. BMJ Open, 7.