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 | 2820 | 2015 |
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, 467-481, 2018 | 734 | 2018 |
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 | 546 | 2019 |
Assessment rubrics: towards clearer and more replicable design, research and practice P Dawson Assessment & Evaluation in Higher Education 42 (3), 347-360, 2017 | 449 | 2017 |
Qualitative synthesis and systematic review in health professions education M Bearman, P Dawson Medical education 47 (3), 252-260, 2013 | 412 | 2013 |
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 | 367 | 2014 |
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 | 309 | 2018 |
Beyond a definition: Toward a framework for designing and specifying mentoring models P Dawson Educational Researcher 43 (3), 137-145, 2014 | 281 | 2014 |
Conditions that enable effective feedback M Henderson, M Phillips, T Ryan, D Boud, P Dawson, E Molloy, ... Higher Education Research & Development 38 (7), 1401-1416, 2019 | 235 | 2019 |
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 | 177 | 2017 |
Developing evaluative judgement in higher education R Ajjawi, P Dawson, J Tai Routledge, 2018 | 161 | 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 | 146 | 2016 |
What feedback literate teachers do: an empirically-derived competency framework D Boud, P Dawson Assessment & Evaluation in Higher Education 48 (2), 158-171, 2023 | 144 | 2023 |
Defending assessment security in a digital world: preventing e-cheating and supporting academic integrity in higher education P Dawson Routledge, 2021 | 130 | 2021 |
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 | 124 | 2018 |
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 | 117 | 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 | 116 | 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 | 110 | 2018 |
Authentic feedback: supporting learners to engage in disciplinary feedback practices P Dawson, D Carless, PPW Lee Assessment & Evaluation in Higher Education 46 (2), 286-296, 2021 | 101 | 2021 |
The usefulness of feedback M Henderson, T Ryan, D Boud, P Dawson, M Phillips, E Molloy, ... Active Learning in Higher Education 22 (3), 229-243, 2021 | 87 | 2021 |