Jeanne Tai
Datos Biográficos
| ID | 196035 |
|---|---|
| NOMBRE | Jeanne Tai |
| NOMBRES | Jeanne |
| APELLIDO | Tai |
| FIRMA | TAI J |
| AFILIACIONES | Deakin University |
| ORCID | 0000-0002-8984-2671 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 54 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 54 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
An intersectional analysis of students with disabilities’ exam experiences
This study examined how Australian students with disabilities’ intersecting identity positions shaped and were shaped by their exam experiences. We conducted semi-structured interviews with twelve university students registered with disability services and sharing additional minoritised identities. These were analysed to explore structural, political, and representational intersectionality. Thinking with theory, we illustrated how students’ ident…
The pedagogical power of recognition in feedback
Feedback is essential to learning, yet its effectiveness remains inconsistent. This paper argues that the variability of feedback can be explained through the concept of recognition or the mutual attribution of standing that allows information to function as a reason for action. In this paper, we develop a recognitive theory of feedback that integrates and strengthens the relational turn in feedback research, showing that feedback’s power is not …
The feedback process as a scaffold of evaluative judgement
To improve their academic performance and prepare themselves for life after graduation, students need to be able to judge the quality of their own work and that of others. This capability is known as evaluative judgement. Evaluative judgement is considered an essential capability for students, but its developmental process is not well understood. This study explores how the feedback process can scaffold evaluative judgement. We conducted a themat…
Pick me, pick me
Collaboration is a regular part of medical education research. There has been minimal formalised unpicking of features which may promote enjoyable and effective collaboration. This paper focuses on the social qualities of individuals to highlight important aspects to consider when assembling collaborative research teams. We draw on the concept of persona from celebrity studies research to formulate five Famousness Dimensions (FD). Then we use a b…
Grading in an age of assessment reform
Higher education sectors worldwide have largely adopted a rhetoric of assessment redesign, calling for fundamental ‘rethinking’, ‘reforming’ and ‘reimagining’ of assessment. This rhetoric is particularly evident in the so-called age of Generative Artificial Intelligence (GenAI). But what about grades? In this conceptual study, we address the elephant in the room, grading: a large looming presence that is nonetheless absent from conversation about…
How can we help students develop evaluative judgement? A scoping review of pedagogical approaches
Researching feedback in clinical education
What should we be researching in feedback? This commentary recommends revisiting problematisations of feedback and their assumptions to shed new light on a perpetually interesting topic
The multiplicity of authenticity in higher education assessment
This special issue tackles the challenge of whether authentic assessment remains educationally valuable given its multiplicity, subjectivity and inherent contradictions. We sought to trouble the notion that authentic assessment is only a goal, a final product, or an adjective to describe an assessment task; rather, that it could also be framed as an emergent process, and a way in which learners engage with assessment and how it shapes their futur…
Caught in a loop? Investigating the interplay between time and emotions for university students
This article explores the significant yet under-researched relationship between students’ experiences of time and their emotions during university studies. We frame our study through two existing theoretical concepts of time, that of timescapes and time-as-affect, to illuminate the subjective, contextual nature of time and how students’ experiences of time can produce strong emotions, permeating both their memories and future behaviour towards th…
The house of cards
Globally, correlations are reported between lower academic attainment and university students being a member of an ‘equity’ or ‘historically under-represented’ group. We seek to illuminate how this so-called awarding gap might transpire. Taking a longitudinal qualitative approach, 35 undergraduate students from equity and diverse backgrounds at an Australian university participated in a series of interviews. Using a metaphorical framing, we liken…
Inclusive assessment in health professions education
A critical review of psychological safety in clinical learning environments
BACKGROUND: In recent years the perceived need to ensure the psychological safety of learners has become an imperative. A range of conceptualisations appear to be in use, which could create confusion among medical educators and undermine the learning outcomes psychological safety is meant to improve. METHODS: In this critical literature review, we investigated how the concept of psychological safety is used, identifying the various appeals to the…
What does it take to provide effective peer feedback
Whilst contemporary ideas of feedback provide multiple insights into how feedback should be processed and enacted by students in a recipient role, little attention has been paid to understand what it takes for students to provide effective feedback to others. This conceptual paper draws on literature from peer feedback and feedback literacy to explore the capacities that are required to provide effective feedback to a peer. Using synthesis by con…
Understanding the place and value of GenAI feedback
Generative Artificial Intelligence (GenAI) systems demonstrate impressive capabilities in providing various forms of feedback. However, claims to its potential overlook a fundamental aspect of effective feedback between humans: recognition between teacher and student. This paper critically examines the role of GenAI in providing feedback within higher education contexts, drawing on both the established feedback literature and philosophical work o…
How university students work on assessment tasks with generative artificial intelligence
Despite concerns about students’ use of generative AI (GenAI) in assessment, the technology has become embedded into students’ everyday assessment practices. It is unclear how students are making judgements about their ways of working with GenAI and what impact this has upon their learning. This qualitative multimodal study examines students exercising judgement as they work with GenAI to complete assessment tasks. Twenty-six interviews were cond…
Giving voice to women students
Higher education institutions are using more oral assessments as an authentic format that addresses concerns about academic integrity. Interactive oral assessments can test a student’s knowledge, build career skills and promote engagement. However, this shift is problematic as oral assessments have traditionally been viewed as more ‘male-orientated’. Conversely, women have greater public speaking fear, report lower levels of confidence, tend to a…
Developing the diverse workforce of tomorrow through assessment for learning
More than just driving learning, assessment is a powerful force beyond the student experience: it also has implications for workforce capability and diversity. In health professional education, assessment for inclusion is important to ensure appropriate healthcare for diverse patient populations. Assessment should also focus on relevant graduate capabilities which align with future healthcare workforce needs. Work-integrated learning stakeholders…
How does assessment drive learning? A focus on students’ development of evaluative judgement
Summative assessment is often considered a motivator that drives students’ learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students’ capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal pedagogical design, it is unclear what behaviours summative assessment prompts, thus the relationship between …
Can students’ feedback literacy be improved? A scoping review of interventions
Student feedback literacy has been the subject of much conceptual literature; however, relatively little intervention research has investigated how and if it can be developed. Further, no evaluation of the current empirical literature has been conducted to assess which elements of feedback literacy can be successfully improved in practice, and which elements need further investigation. This paper seeks to explore how different aspects of feedback…
From authentic assessment to authenticity in assessment
For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be completely unmoored from the reality of workplaces, the demands of the discipline, and the overall intende…
Enhancing feedback practices within PhD supervision
PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervis…
How can learners practice evaluative judgement using qualitative self-assessment
To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The importance of evaluative judgement is well-established, but environments in which learners practice this capability remain unknown. This paper explores whether learners practice evaluative judgement within qualitative self-assessment. We conducted a thematic …
Measuring what learners do in feedback
Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of ‘feedback literacy’ to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Lit…
Developing evaluative judgement for a time of generative artificial intelligence
Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. There is an urgent need to develop students’ evaluative judgement – the capability to judge the quality of work of self and others – in recognition of this new reality. In this conceptual paper, we describe the intersection between evaluative judgement and…
How do students experience inclusive assessment? A critical review of contemporary literature
How do students experience inclusive assessment? A critical review of contemporary literature
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Con…
Spring Bamboo
Raised Eyebrows for Raise the Red Lantern
Other| May 01 1993 Raised Eyebrows for Raise the Red Lantern Dai Qing; Dai Qing Search for other works by this author on: This Site Google Jeanne Tai Jeanne Tai Search for other works by this author on: This Site Google Public Culture (1993) 5 (2): 333–337. https://doi.org/10.1215/08992363-5-2-333 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Dai Qing, Jeanne Tai; Raised Eyebrows for Raise the R…
Running Wild
Developing evaluative judgement
Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discours…
Developing Evaluative Judgement in Higher Education
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education
Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian …
Aligning assessment with the needs of work-integrated learning
Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship b…
Grudges and gratitude
Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online …
What’s outside the learning box? Resisting traditional forms of learning and assessment with the video essay
This article explores how the video essay can be part of a radical pedagogy in the arts and humanities. Written as a dialogue between a screen studies educationalist and a researcher in contemporary education theory, the article examines the different ways that the video essay can be argued to reframe and resist dominant forms of pedagogy. Drawing on small-scale empirical research with a cohort of third year undergraduates at Deakin University, e…
‘I’d struggle to see it as cheating’
Students use various licit and illicit substances to enhance their academic performance. As yet, no study has explored whether this is an issue of concern for those working in the higher education sector. This study aimed to explore study drug policy, regulatory environments and responses within Australian universities. Semi-structured interviews were conducted with 14 participants from five Australian universities. Nine participants were based i…
Invoking culture in medical education research
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…
How conceptualising respect can inform feedback pedagogies
Respect plays a crucial role in maintaining feedback interactions and sustaining student engagement with feedback. However, previous feedback literature has only mentioned respect in anecdotal accounts, and as a uni-dimensional notion. Drawing upon the philosophical distinctions among kinds of respect, this conceptual paper argues that respect is multi-faceted and constitutes an important aspect of student feedback literacy. We identify evaluativ…
Teaching and learning under Covid-19 public health edicts
A multi-institutional assessment of changes in higher education teaching and learning in the face of Covid-19
COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching …
The post‐Covid‐19 future of digital learning in higher education
Predictions about the post‐pandemic future of digital learning vary among higher education scholars. Some foresee dramatic, revolutionary change while others speculate that growth in educational technology will be buffeted both by modest expansion and unevenness. To this debate we contribute evidence from four groups across six countries on four continents: college and university educators ( n = 281), students ( n = 4243), senior administrators (…
Student agency in feedback
Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feed…
Navigating feedback practices across learning contexts
Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses – undergraduate, direct-entr…
Qualitative approaches to researching evaluative judgement in pedagogical activities
When students graduate, they cannot rely on educators telling them if their work is good enough. To do so, they need well-developed evaluative judgement, the capability to make decisions about the quality of their own and the work of others. There is little evidence about the specific approaches that can develop evaluative judgement—or how to study those approaches. Understanding how to research evaluative judgement in the context of pedagogical …
An empirical study of student action from ipsative design of feedback processes
Feedback is justified when it has a positive influence on students’ subsequent performance. Opportunities for student action need therefore to be consciously designed if feedback is to influence learning. In this paper, we discuss how ipsative design of feedback processes, i.e. involving comparison of a student’s current performance with a previous similar task, can promote action from feedback. This design-based research was conducted with Engli…
Feedback that works
Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through feedback in open-ended written tasks (e.g. essays and reports) is a complex endeavour that requires students who are motivated to identify and utilise appropriate information. We set out to understand the mechanisms that enable feedback interventions to work, for whom and in what contexts. Using a realist review research met…
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Con…
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education
Participatory approaches are receiving renewed attention in the ‘students as partners’ (SaP) and ‘feedback’ discourse communities, respectively. SaP scholars tend to focus on pedagogy (pedagogical partnerships) and curriculum (co-creation). Assessment and feedback, as connective and relational practices that bridge these two domains, receive less empirical and conceptual attention as partnership praxis. Both share commitments to participatory for…
Assessment for inclusion
Assessment has multiple purposes, one of which is to judge if students have met outcomes at the requisite level. Underperformance in assessment is frequently positioned as a problem of the student and attributed to student diversity and/or background characteristics. However, the assessment might also be inequitable and therefore exclude students inappropriately. To be inclusive, assessment design needs to be reconsidered, and educators should lo…
“Attending lectures in your pyjamas”
COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. studen…
Psychology (40 obras) · Pedagogy (36 obras) · Student Assessment and Feedback (34 obras) · Higher education (26 obras) · Political science (23 obras) · Mathematics education (21 obras) · Sociology (21 obras) · Computer Science (20 obras) · Evaluation of Teaching Practices (20 obras) · Medical education (14 obras)