ORCID Profile
0000-0003-1190-9909
Current Organisations
University of Sydney Business School
,
Springer International Publishing AG
,
Australian Catholic University
,
The London School of Economics and Political Science
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Education Assessment and Evaluation | Teacher Education and Professional Development of Educators | Assessment And Evaluation | English and literacy curriculum and pedagogy (excl. LOTE ESL and TESOL) | Law not elsewhere classified | Learning Sciences | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Curriculum Studies Not Elsewhere Classified | Education not elsewhere classified | Specialist studies in education | Specialist Studies in Education not elsewhere classified | Special Education and Disability | Educational Technology And Media | Learning sciences | Educational Policy, Administration And Management
ANZSRC Socio-Economic Objective (SEO)
Assessment and Evaluation of Curriculum | Equity and Access to Education | Secondary education | Learner and Learning Achievement | Teacher and Instructor Development | Special Needs Education | Vocational education and training | Primary education | Education and Training Systems Policies and Development | Pedagogy | Education policy |
Related Links
Publications
Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses
Publisher: American Educational Research Association (AERA)
Date: 18-03-2022
DOI: 10.3102/00346543221081552
Abstract: This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of erse learners and local contexts.
Framing assessment today for the future: Issues and challenges
Publisher: Springer Netherlands
Date: 2009
Towards an understanding of teacher judgement in the context of social moderation
Publisher: Informa UK Limited
Date: 05-2012
Examining research into the use of data walls for teaching and learning: How are they being implemented within data use cycles?
Publisher: Elsevier BV
Date: 03-2020
Towards theorising assessment as critical inquiry
Publisher: Springer Netherlands
Date: 2009
Individualised prescription of medications for treatment of obesity in adults
Publisher: Springer Science and Business Media LLC
Date: 18-05-2023
DOI: 10.1007/S11154-023-09808-2
Abstract: Obesity continues to increase in prevalence globally, driven by changes in environmental factors which have accelerated the development of obesity in in iduals with an underlying predisposition to weight gain. The adverse health effects and increased risk for chronic disease associated with obesity are ameliorated by weight loss, with greater benefits from larger amounts of weight reduction. Obesity is a heterogeneous condition, with the drivers, phenotype and complications differing substantially between in iduals. This raises the question of whether treatments for obesity, specifically pharmacotherapy, can be targeted based on in idual characteristics. This review examines the rationale and the clinical data evaluating this strategy in adults. In idualised prescribing of obesity medication has been successful in rare cases of monogenic obesity where medications have been developed to target dysfunctions in leptin/melanocortin signalling pathways but has been unsuccessful in polygenic obesity due to a lack of understanding of how the gene variants associated with body mass index affect phenotype. At present, the only factor consistently associated with longer-term efficacy of obesity pharmacotherapy is early weight loss outcome, which cannot inform choice of therapy at the time of medication initiation. The concept of matching a therapy for obesity to the characteristics of the in idual is appealing but as yet unproven in randomised clinical trials. With increasing technology allowing deeper phenotyping of in iduals, increased sophistication in the analysis of big data and the emergence of new treatments, it is possible that precision medicine for obesity will eventuate. For now, a personalised approach that takes into account the person’s context, preferences, comorbidities and contraindications is recommended.
Assessment understood as enabling: A time to rebalance improvement and accountability goals
Publisher: Springer Netherlands
Date: 2014
Im/proper Accountability: Towards a theory of critical literacy and assessment
Publisher: Informa UK Limited
Date: 03-2000
DOI: 10.1080/713613326
Examining how teachers judge student writing: An Australian case study
Publisher: Informa UK Limited
Date: 2005
Teaching and assessing writing: An Australian perspective
Publisher: Informa UK Limited
Date: 09-1997
Secondary students' online use and creation of knowledge: Refocusing priorities for quality assessment and learning
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 16-07-2010
DOI: 10.14742/AJET.1054
Abstract: span In this increasingly convergent and digital world, young people are reportedly using new media with high engagement outside school, yet disengaged in those schools where technology access is low or restricted. Such an apparent disconnection is magnified when predictions of their futures are tied to requisites including technological expertise, adaptability to change, innovative capacities and complex problem-solving abilities. Such future oriented capacities challenge traditional views that basic literate and numerate proficiency is sufficient for academic success. They also raise questions about the sufficiency of digital engagement for developing higher order critical and creative skills. Collectively, these future oriented capacities heighten educational imperatives for improving the quality of young people's learning outcomes in this rapidly changing online world. This article addresses these issues. It draws on erse literature sources and an Australian research study (2003-2008) into secondary students' curricular digital literacies (Appendix A) to present conceptual advances in understandings about how to recognise, talk about and value signs of quality learning in student-created multimodal products. Finally, the article offers an assessment framework with potential for assisting students and teachers to access core concepts and mobilise those essential capacities for enhancing performance when using and creating knowledge online. /span
Curriculum literacies: expanding domains of assessment
Publisher: Informa UK Limited
Date: 03-2003
Development and internal validation of the Edmonton Obesity Staging System-2 Risk screening Tool (EOSS-2 Risk Tool) for weight-related health complications: a case-control study in a representative sample of Australian adults with overweight and obesity
Publisher: BMJ
Date: 06-2022
DOI: 10.1136/BMJOPEN-2022-061251
Abstract: Excess weight and related health complications remain under diagnosed and poorly treated in general practice. We aimed to develop and validate a brief screening tool for determining the presence of unknown clinically significant weight-related health complications for potential application in general practice. We considered 14 self-reported candidate predictors of clinically significant weight-related health complications according to the Edmonton Obesity Staging System (EOSS score of ≥2) and developed models using multivariate logistic regression across training and test data sets. The final model was chosen based on the area under the receiver operating characteristic curve and the Hosmer-Lemeshow statistic and validated using sensitivity, specificity and positive predictive value. We analysed cross-sectional data from the Australian Health Survey 2011–2013 s le aged between 18 and 65 years (n=7518) with at least overweight and obesity. An EOSS≥2 classification was present in 78% of the s le. Of 14 candidate risk factors, 6 (family history of diabetes, hypertension, high sugar in blood/urine, high cholesterol and self-reported bodily pain and disability) were automatically included based on definitional or obvious correlational criteria. Three variables were retained in the final multivariate model (age, self-assessed health and history of depression/anxiety). The EOSS-2 Risk Tool (index test) classified 89% of those at ‘extremely high risk’ (≥25 points), 67% of those at ‘very high risk’ (7–24 points) and 42% of those at ‘high risk’ ( points) of meeting diagnostic criteria for EOSS≥2 (reference). The EOSS-2 Risk Tool is a simple, safe and accurate screening tool for diagnostic criteria for clinically significant weight-related complications for potential application in general practice. Research to determine the feasibility and applicability of the EOSS-2 Risk Tool for improving weight management approaches in general practice is warranted.
Intensive Lifestyle Intervention for Remission of Early Type 2 Diabetes in Primary Care in Australia: DiRECT-Aus
Publisher: American Diabetes Association
Date: 16-10-2023
DOI: 10.2337/DC23-0781
Designing Next-Generation Assessment
Publisher: Springer Netherlands
Date: 2014
Reading for Assessment: How teachers ascribe meaning and value to student writing
Publisher: Informa UK Limited
Date: 07-1999
Cultural Compromise? The fate of the eighth Mayer Key Competency
Publisher: Informa UK Limited
Date: 04-1999
Clinical Assessment Judgements and ‘Connoisseurship’: Surfacing Curriculum-Wide Standards Through Transdisciplinary Dialogue
Publisher: Springer Singapore
Date: 30-12-2017
The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education
Publisher: Informa UK Limited
Date: 02-01-2020
Assessment as Judgement-in-Context: Analysing how teachers evaluate students' writing
Publisher: Informa UK Limited
Date: 10-2007
Multiple perspectives on difficulties in learning literacy and numeracy
Publisher: Springer Netherlands
Date: 2011
Standards-Driven Reform Years 1-10: Moderation an Optional Extra?
Publisher: Springer Science and Business Media LLC
Date: 08-2010
DOI: 10.1007/BF03216920
Using data walls to display assessment results: a review of their affective impacts on teachers and students
Publisher: Informa UK Limited
Date: 02-01-2020
Transforming Schooling through Digital Disruption
Publisher: Routledge
Date: 28-04-2021
The role of motivations and perceptions on the retention of inservice teachers
Publisher: Elsevier BV
Date: 11-2020
Teaching in the Age of Covid-19—1 Year Later
Publisher: Springer Science and Business Media LLC
Date: 10-08-2021
Digital Disruption In Teaching And Testing
Publisher: Routledge
Date: 28-04-2021
Provocation 5: COVID Triggered Disruption in Teacher Education and Resultant Actions
Publisher: Springer Singapore
Date: 2021
Using and creating knowledge with new technologies: A case for students-as-designers
Publisher: Informa UK Limited
Date: 03-2006
Disrupting Teacher Education for Sustainable Change
Publisher: Springer Singapore
Date: 2021
“Lenses on COVID-19”
Publisher: Routledge
Date: 28-04-2021
Breaking down the silos: The search for an evidentiary base
Publisher: Springer Netherlands
Date: 20-10-2011
Standards of practice to standards of evidence: developing assessment capable teachers
Publisher: Informa UK Limited
Date: 27-09-2016
Real World Adherence to a Severely Energy Restricted Meal Replacement Diet in Participants with Class II and III Obesity
Publisher: MDPI AG
Date: 10-01-2022
Abstract: Severely energy-restricted diets (SERDs) are an effective treatment for obesity, however, adherence to such diets is often perceived as poor by healthcare professionals. This investigation evaluated adherence to a 12-week SERD in participants with class II and III obesity. Reported food consumption was compared against in idualised SERD prescriptions. Body weight measures were obtained at baseline, 12 and 52 weeks. The data were analysed in three groups (i) the entire cohort (n = 26), (ii) completers (n = 13) and (iii) non-completers (n = 13). SERD prescription elements included (i) the number of meal replacement products (ii) total protein (iii) total energy intake (iv) level of dietary energy restriction (v) vegetable serves (vi) water serves, and (vii) how much physical activity was performed. A generalised repeated-measures mixed-effects model was used to investigate if adherence to the program elements in idually, or collectively, influenced weight loss. Completers had an average (± SD) of 4549 ± 748 kJ energy intake per day, resulting in a mean energy restriction of 62% compared to the 69% prescribed, indicating a degree of non-adherence. The percent weight changes for completers and non-completers were −7.8 ± 4.7% and −1.6 ± 2.6% at 12 weeks, and −12.2 ± 12.1% and −1.8 ± 3.2% at 52 weeks, respectively. Complete dietary adherence to a SERD may not be necessary to achieve a clinically relevant weight loss of 12% at 52 weeks, if energy is restricted by at least 62% (~4600 kJ per day) relative to requirements.
New Cultures in Teacher Education
Publisher: Springer Singapore
Date: 2018
What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy
Publisher: Informa UK Limited
Date: 03-2001
Students at risk and NAPLAN: The collateral damage
Publisher: Routledge
Date: 06-11-2016
The development of students’ evaluative expertise: Enabling conditions for integrating criteria into pedagogic practice
Publisher: Informa UK Limited
Date: 26-06-2021
Educational assessment in the 21st century: Connecting theory and practice
Publisher: Springer Netherlands
Date: 2009
Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice
Publisher: Informa UK Limited
Date: 02-10-2013
A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/PFIE.2012.10.4.386
Abstract: This article considers the conditions that are necessary at system and local levels for teacher assessment to be valid, reliable and rigorous. With sustainable assessment cultures as a goal, the article examines how education systems can support local-level efforts for quality learning and dependable teacher assessment. This is achieved through discussion of relevant research and consideration of a case study involving an evaluation of a cross-sectoral approach to promoting confidence in school-based assessment in Queensland, Australia. Building on the reported case study, essential characteristics for developing sustainable assessment cultures are presented, including: leadership in learning alignment of curriculum, pedagogy and assessment the design of quality assessment tasks and accompanying standards and evidence-based judgement and moderation. Taken together, these elements constitute a new framework for building assessment capabilities and promoting quality assurance.
Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity
Publisher: Informa UK Limited
Date: 22-04-2020
The impact of high stakes testing: The Australian story
Publisher: Informa UK Limited
Date: 02-2012
Shaping Australian policy on cultural understandings: alternative approaches to inclusive education
Publisher: Informa UK Limited
Date: 07-1997
Uncertainty, Error and Risk in Human Clinical Judgment: Introductory Theoretical Frameworks in Paramedic Practice
Publisher: SAGE Publications
Date: 02-02-2004
DOI: 10.33151/AJP.2.1.263
Abstract: Summary Paramedic judgment and decision-making, not unlike much of ambulance practice, have not been the subject of systematic, sustained research. There exists a paucity of research or inquiry that examines the mechanics of human error in paramedic practice, ambulance or pre-hospital settings. Little is known of how paramedics make judgments and decisions, and how paramedics deal with risk and uncertainty they commonly face in their tasks and the environment in which they work in. The literature and theories on judgment and decisionmaking are as extensive as they are controversial and the scientific community is yet to obtain a comprehensive understanding of the risk and uncertainty in judgment and decisionmaking. The following paper provides an introduction to the concepts of error, risk, and uncertainty in the context of paramedic judgment and decision-making, discussion of two analytic frameworks that examine such error, risk, and uncertainty, and commentary on their application to the paramedic setting.
Theoretical frameworks and ways of seeing: Operating at the intersection-literacy, numeracy and learning difficulties
Publisher: Springer Netherlands
Date: 20-10-2011
International trends in the implementation of assessment for learning: Implications for policy and practice
Publisher: SAGE Publications
Date: 2015
Abstract: This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between A fL and summative forms of assessment within national policy initiatives.
Designing Next-Generation Assessment
Publisher: Springer Netherlands
Date: 2014
Learning difficulties, literacy and numeracy: Conversations across the fields
Publisher: Springer Netherlands
Date: 20-10-2011
Professional Standards, Evidence and Collaboration: Cultural Disruption in Teacher Education
Publisher: Springer Singapore
Date: 2021
The Conceptualisation of a Teaching Performance Assessment: Designing for Evidence of Graduate Competence
Publisher: Springer Singapore
Date: 2021
Introducing a New Model for Online Cross-Institutional Moderation
Publisher: Springer Singapore
Date: 2021
Moderation and consistency of teacher judgement: Teachers’ views
Publisher: Wiley
Date: 08-2012
Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education
Publisher: Springer Singapore
Date: 2018
School Leadership in Assessment in an Environment of External Accountability: Developing an Assessment for Learning Culture
Publisher: Springer International Publishing
Date: 2016
Valuing and evaluating student-generated online multimodal texts: rethinking what counts
Publisher: Informa UK Limited
Date: 06-2005
Factors affecting writing achievement: Mapping teacher beliefs
Publisher: Informa UK Limited
Date: 03-2004
Maternal and neonatal outcomes of women with gestational diabetes and without specific medical conditions: an Australian population‐based study comparing induction of labor with expectant management
Publisher: Wiley
Date: 28-03-2022
DOI: 10.1111/AJO.13505
Abstract: To evaluate maternal birth and neonatal outcomes among women with gestational diabetes mellitus (GDM), but without specific medical conditions and eligible for vaginal birth who underwent induction of labour (IOL) at term compared with those who were expectantly managed. Population‐based cohort study of women with GDM, but without medical conditions, who had a singleton, cephalic birth at 38–41 completed weeks gestation, in New South Wales, Australia between January 2010 and December 2016. Women who underwent IOL at 38, 39, 40 weeks gestation (38‐, 39‐, 40‐induction groups) were compared with those who were managed expectantly and gave birth at and/or beyond the respective gestational age group (38‐, 39‐, 40‐expectant groups). Multivariable logistic regression analysis was used to assess the association between IOL and adverse maternal birth and neonatal outcomes taking into account potential confounding by maternal age, country of birth, smoking, residential location, residential area of socioeconomic disadvantage and birth year. Of 676 762 women who gave birth during the study period, 66 606 (10%) had GDM of these, 34799 met the inclusion criteria. Compared with expectant management, those in 38‐ (adjusted odds ratio (aOR) 1.11 95% CI, 1.04–1.18), 39‐ (aOR 1.21 95% CI, 1.14–1.28) and 40‐ (aOR 1.50 95% CI, 1.40–1.60) induction groups had increased risk of caesarean section. Women in the 38‐induction group also had an increased risk of composite neonatal morbidity (aOR 1.10 95% CI, 1.01–1.21), which was not observed at 39‐ and 40‐induction groups. We found no difference between groups in perinatal death or neonatal intensive care unit admission for births at any gestational age. In women with GDM but without specific medical conditions and eligible for vaginal birth, IOL at 38, 39, 40 weeks gestation is associated with an increased risk of caesarean section.
An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing
Publisher: Informa UK Limited
Date: 09-2002
Teaching performance assessments as a cultural disruptor in initial teacher education: Standards, evidence and collaboration
Publisher: Springer Singapore
Date: 2021
Are disadvantaged students unmotivated to read? An interview study of engaged and disengaged readers in low SES Australian schools
Publisher: Infonomics Society
Date: 12-2012
Elements of better assessment for the improvement of learning: A focus on quality, professional judgement and social moderation
Publisher: Springer Netherlands
Date: 2014
Teaching in the Age of Covid-19—The New Normal
Publisher: Springer Science and Business Media LLC
Date: 14-09-2022
The centrality of teachers' judgement practice in assessment: A study of standards in moderation
Publisher: Informa UK Limited
Date: 02-2010
Synergy and Tension between Large‐Scale and Classroom Assessment: International Trends
Publisher: Wiley
Date: 30-07-2020
DOI: 10.1111/EMIP.12382
Related Organisations
University Of Greenwich
Location: United Kingdom of Great Britain and Northern Ireland
Northwestern University Kellogg School Of Management
Location: United States of America
TAFE NSW South Western Sydney Institute Granville College
Location: Australia
Middlesex University
Location: United Kingdom of Great Britain and Northern Ireland
The London School Of Economics And Political Science
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
Improving Teacher Assessment Capability Using Scaled Annotated Exemplars Of Achievement Standards In Online Moderation
Start Date: 2018
End Date: 2021
Funder: Australian Research Council
View Funded ActivityRaising The Bar Not The Barrier: Effective, Enriching And Enabling School-Based Assessments And Optimal Adjustments For Secondary School Students With Disabilities.
Start Date: 2015
End Date: 2018
Funder: Australian Research Council
View Funded ActivityUsing And Creating Knowledge In The High School Years: Performance, Production, Process And Value-adding In Electronic Curricular Literacy
Start Date: 2003
End Date: 2007
Funder: Australian Research Council
View Funded ActivityInvestigating Standards-driven Reform In Assessment In The Middle Years Of Schooling
Start Date: 2006
End Date: 2009
Funder: Australian Research Council
View Funded ActivityImproving Disadvantaged Students? Reading Outcomes Through Overcoming Reading Avoidance And Building Reading Engagement
Start Date: 2011
End Date: 2014
Funder: Australian Research Council
View Funded ActivityAn Investigation Of School And Teacher Use Of National Assessment Program Literacy And Numeracy (NAPLAN) For Student Learning Improvement
Start Date: 2011
End Date: 2013
Funder: Australian Research Council
View Funded ActivityInvestigating The Effectiveness Of Teacher Education For Early Career Teachers In Diverse Settings: A Longitudinal Study
Start Date: 2011
End Date: 2013
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0668910
Start Date: 02-2007
End Date: 02-2010
Amount: $280,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0344109
Start Date: 2003
End Date: 12-2007
Amount: $462,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP110104289
Start Date: 2011
End Date: 06-2016
Amount: $492,725.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP230101905
Start Date: 2023
End Date: 12-2026
Amount: $423,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP110104319
Start Date: 2011
End Date: 2014
Amount: $230,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP150101679
Start Date: 2015
End Date: 12-2021
Amount: $310,900.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP110100003
Start Date: 11-2011
End Date: 12-2015
Amount: $293,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP180100046
Start Date: 09-2019
End Date: 04-2023
Amount: $511,658.00
Funder: Australian Research Council
View Funded Activity