Raoul A Mulder
Biographic Data
| ID | 1502077 |
|---|---|
| NAME | Raoul A Mulder |
| GIVEN NAMES | Raoul A |
| FAMILY NAME | Mulder |
| SIGNATURE | MULDER R A |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-2710-0947 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A review of the benefits and drawbacks of high-stakes final examinations in higher education
High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract cheating; stress, anxiety and wellbeing; and fairness and equity. For each theme, we evaluate empirical evide…
Prevalence and socio-demographic correlates of psychological distress among students at an Australian university
This research contributes to the empirical literature on university student mental well-being by investigating the prevalence and socio-demographic correlates of severe levels of psychological distress. More than 5000 students at a metropolitan Australian university participated in an anonymous online survey in 2013 that included the short form of the Depression, Anxiety and Stress Scales (DASS-21). Comparisons with published research show that o…
How does student peer review influence perceptions, engagement and academic outcomes? A case study
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) conte…
Prevalence and socio-demographic correlates of psychological distress among students at an Australian university
This research contributes to the empirical literature on university student mental well-being by investigating the prevalence and socio-demographic correlates of severe levels of psychological distress. More than 5000 students at a metropolitan Australian university participated in an anonymous online survey in 2013 that included the short form of the Depression, Anxiety and Stress Scales (DASS-21). Comparisons with published research show that o…
How does student peer review influence perceptions, engagement and academic outcomes? A case study
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) conte…
Prevalence and socio-demographic correlates of psychological distress among students at an Australian university
This research contributes to the empirical literature on university student mental well-being by investigating the prevalence and socio-demographic correlates of severe levels of psychological distress. More than 5000 students at a metropolitan Australian university participated in an anonymous online survey in 2013 that included the short form of the Depression, Anxiety and Stress Scales (DASS-21). Comparisons with published research show that o…
A review of the benefits and drawbacks of high-stakes final examinations in higher education
High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract cheating; stress, anxiety and wellbeing; and fairness and equity. For each theme, we evaluate empirical evide…
Higher education (3 works) · Psychology (3 works) · Anxiety (2 works) · Medicine (2 works) · Political science (2 works) · Student Assessment and Feedback (2 works) · Academic integrity and plagiarism (1 work) · Cheating (1 work) · Clinical Psychology (1 work) · Cognitive psychology (1 work)