Gordon Joughin
Biographic Data
| ID | 1502017 |
|---|---|
| NAME | Gordon Joughin |
| GIVEN NAMES | Gordon |
| FAMILY NAME | Joughin |
| SIGNATURE | JOUGHIN G |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-1910-5609 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Creating and sustaining collaborative connections: Tensions and enabling factors in joint international programme development
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including employee intentions in seeking feedback, the practice of weighing costs and benefits before seeking feed…
Scaling up assessment for learning in higher education
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
Improving assessment tasks through addressing our unconscious limits to change
Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers research within the ‘heuristics and biases’ tradition in the field of decision-making and judgement which…
Advances and innovations in university assessment and feedback
‘Advances and innovations in university assessment and feedback’ is a Festschrift in honour of Professor Dai Hounsell edited by four preeminent scholars in the field of teaching, learning and asses
The hidden curriculum revisited: A critical review of research into the influence of summative assessment on learning
That summative assessment drives learning has become one of the most frequently stated maxims in the literature of assessment and learning in higher education. However, a careful review of the empirical research often cited in support of this proposition may cause us to reconsider its veracity and to seek a more nuanced understanding of the research findings. Seminal research on the influence of assessment on learning in higher education was revi…
Student conceptions of oral presentations
A phenomenographic study of students’ experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations—as transmission of ideas; as a test of students’ understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students’ experience, namely, their awareness of the audience and their interac…
Dimensions of Oral Assessment
An analysis of the literature on oral assessment in higher education has identified six dimensions of oral assessment: primary content type; interaction; authenticity; structure; examiners and orality. These dimensions lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type, a better capacity to describe and analyse these forms, and a better understanding of how the various…
Cognitive style and adult learning principles
Additional informationNotes on contributorsGordon JoughinGordon Joughin is an instructional designer at the University of New England, Armidale, Australia where he provides a consultancy service to academic staff in the preparation of distance education materials. His research interests include constructivist approaches to understanding adult learning and the role of adult learning principles in the design of distance education programmes
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
Student conceptions of oral presentations
A phenomenographic study of students’ experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations—as transmission of ideas; as a test of students’ understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students’ experience, namely, their awareness of the audience and their interac…
Cognitive style and adult learning principles
Additional informationNotes on contributorsGordon JoughinGordon Joughin is an instructional designer at the University of New England, Armidale, Australia where he provides a consultancy service to academic staff in the preparation of distance education materials. His research interests include constructivist approaches to understanding adult learning and the role of adult learning principles in the design of distance education programmes
Dimensions of Oral Assessment
An analysis of the literature on oral assessment in higher education has identified six dimensions of oral assessment: primary content type; interaction; authenticity; structure; examiners and orality. These dimensions lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type, a better capacity to describe and analyse these forms, and a better understanding of how the various…
Student conceptions of oral presentations
A phenomenographic study of students’ experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations—as transmission of ideas; as a test of students’ understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students’ experience, namely, their awareness of the audience and their interac…
The hidden curriculum revisited: A critical review of research into the influence of summative assessment on learning
That summative assessment drives learning has become one of the most frequently stated maxims in the literature of assessment and learning in higher education. However, a careful review of the empirical research often cited in support of this proposition may cause us to reconsider its veracity and to seek a more nuanced understanding of the research findings. Seminal research on the influence of assessment on learning in higher education was revi…
Advances and innovations in university assessment and feedback
‘Advances and innovations in university assessment and feedback’ is a Festschrift in honour of Professor Dai Hounsell edited by four preeminent scholars in the field of teaching, learning and asses
Improving assessment tasks through addressing our unconscious limits to change
Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers research within the ‘heuristics and biases’ tradition in the field of decision-making and judgement which…
Scaling up assessment for learning in higher education
Reframing assessment research: Through a Practice Perspective
Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated …
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including employee intentions in seeking feedback, the practice of weighing costs and benefits before seeking feed…
Creating and sustaining collaborative connections: Tensions and enabling factors in joint international programme development
Psychology (9 works) · Pedagogy (8 works) · Student Assessment and Feedback (7 works) · Higher education (6 works) · Mathematics education (6 works) · Political science (5 works) · Sociology (5 works) · Evaluation of Teaching Practices (4 works) · Computer Science (3 works) · Engineering (3 works)