Jack Walton
Biographic Data
| ID | 4433619 |
|---|---|
| NAME | Jack Walton |
| GIVEN NAMES | Jack |
| FAMILY NAME | Walton |
| SIGNATURE | WALTON J |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-9885-8448 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
Feedback as an epistemic practice
Feedback is often cited as one of the strongest influences on student learning. Current conceptualisations of feedback are largely divided across two paradigms that position students either as ‘passive’ recipients of feedback (a transfer of information), or as ‘active’ participants in feedback (a dialogical process). Ironically, both perspectives have eschewed an interest in knowledge and knowing: two ideas supposedly at the very centre of univer…
Applying Sadler’s principles in holistic assessment design
Holistic assessment is an evaluative approach in which assessors work backwards from an overall appraisal of work to determine the criteria relevant to individual student responses. One of the strongest proponents of this approach in higher education is Royce Sadler, whose theoretical contributions over recent decades provide a strong conceptual rationale for holistic assessment. While Sadler’s contributions are well renowned, few explicit accoun…
The missing story of GenAI summarisers
Generative AI (GenAI) summarisers, tools that provide concise summaries of digital texts, are increasingly marketed to higher education students as time-saving aids for engaging with complex academic materials. As their prevalence grows, so does their potential impact on students’ reading practices and learning outcomes. Through an exploratory literature review, we demonstrate a significant gap in scholarly discussion and empirical research exami…
Figurative language and narrative writing
Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised wri…
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…
On the essay in a time of GenAI
On the essay in a time of GenAI
Mapping future work skills in the bachelor of arts
The strengthening employability paradigm within higher education has led to a situation where the practical value of liberal arts programmes is contested. While the potential for such programmes to develop valuable generic skills is recognised, critiques of liberal arts programmes centre around their loose structure and lack of clear alignment with distinct professional employment pathways. This paper focuses on the representation of recognised e…
Investigating Copyright as a Mechanism for Combatting Unauthorised Student Academic file-sharing in Higher Education
Academic file-sharing services encourage students to upload materials, sometimes their own study notes for example, but can also include copyrighted university documents, in exchange for access to downloading resources from a common repository. In this process, the lines between legitimate study help and academic misconduct are unclear. Integrity-based strategies to combat these transactions have been limited. Removal by copyright mechanisms has …
Patterns in literacy gender gaps
There is general agreement in primary education that boys as a group face greater challenges becoming literate than girls. Studies have found gender to be a strong predictor of student achievement on standardised literacy tests, fuelling arguments that boys are being failed by contemporary schooling. Australia's large-scale standardised assessment—NAPLAN—has tested students' literacy skills annually since 2008. Little research has investigated NA…
A framework for understanding assessment practice in higher education
A source of contestation in higher education curricula is the multiplicity of demands they serve and purposes they seek to fulfil. In this paper, we see this contestation as actively shaping assessment theory and practice, resulting in paradoxes of valorisation and vilification of everyday assessment practices. We address the plethora of contestations in higher education assessment through the disruption of dichotomies in assessment discourse by …
Extending Shay’s double truth
In her early work, Suellen Shay argues that higher education tends to valorise objective notions of reality while downplaying the subjectivity of individuals. In Shay’s view, this one-sided approach leads to a deficiency in the preparation of students for the holistic reality of the world they will experience beyond university. Taking Shay’s provocation as a starting point, this paper explores a framework for both the design and analysis of educa…
Help is on its Way
This paper addresses gaps in our understanding about the mental health and wellbeing outcomes fostered by community choirs at scale
Rational Curriculum Planning
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Rational Curriculum Planning
Extending Shay’s double truth
In her early work, Suellen Shay argues that higher education tends to valorise objective notions of reality while downplaying the subjectivity of individuals. In Shay’s view, this one-sided approach leads to a deficiency in the preparation of students for the holistic reality of the world they will experience beyond university. Taking Shay’s provocation as a starting point, this paper explores a framework for both the design and analysis of educa…
Help is on its Way
This paper addresses gaps in our understanding about the mental health and wellbeing outcomes fostered by community choirs at scale
Patterns in literacy gender gaps
There is general agreement in primary education that boys as a group face greater challenges becoming literate than girls. Studies have found gender to be a strong predictor of student achievement on standardised literacy tests, fuelling arguments that boys are being failed by contemporary schooling. Australia's large-scale standardised assessment—NAPLAN—has tested students' literacy skills annually since 2008. Little research has investigated NA…
A framework for understanding assessment practice in higher education
A source of contestation in higher education curricula is the multiplicity of demands they serve and purposes they seek to fulfil. In this paper, we see this contestation as actively shaping assessment theory and practice, resulting in paradoxes of valorisation and vilification of everyday assessment practices. We address the plethora of contestations in higher education assessment through the disruption of dichotomies in assessment discourse by …
Mapping future work skills in the bachelor of arts
The strengthening employability paradigm within higher education has led to a situation where the practical value of liberal arts programmes is contested. While the potential for such programmes to develop valuable generic skills is recognised, critiques of liberal arts programmes centre around their loose structure and lack of clear alignment with distinct professional employment pathways. This paper focuses on the representation of recognised e…
Investigating Copyright as a Mechanism for Combatting Unauthorised Student Academic file-sharing in Higher Education
Academic file-sharing services encourage students to upload materials, sometimes their own study notes for example, but can also include copyrighted university documents, in exchange for access to downloading resources from a common repository. In this process, the lines between legitimate study help and academic misconduct are unclear. Integrity-based strategies to combat these transactions have been limited. Removal by copyright mechanisms has …
Applying Sadler’s principles in holistic assessment design
Holistic assessment is an evaluative approach in which assessors work backwards from an overall appraisal of work to determine the criteria relevant to individual student responses. One of the strongest proponents of this approach in higher education is Royce Sadler, whose theoretical contributions over recent decades provide a strong conceptual rationale for holistic assessment. While Sadler’s contributions are well renowned, few explicit accoun…
The missing story of GenAI summarisers
Generative AI (GenAI) summarisers, tools that provide concise summaries of digital texts, are increasingly marketed to higher education students as time-saving aids for engaging with complex academic materials. As their prevalence grows, so does their potential impact on students’ reading practices and learning outcomes. Through an exploratory literature review, we demonstrate a significant gap in scholarly discussion and empirical research exami…
Figurative language and narrative writing
Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised wri…
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…
On the essay in a time of GenAI
On the essay in a time of GenAI
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…
Feedback as an epistemic practice
Feedback is often cited as one of the strongest influences on student learning. Current conceptualisations of feedback are largely divided across two paradigms that position students either as ‘passive’ recipients of feedback (a transfer of information), or as ‘active’ participants in feedback (a dialogical process). Ironically, both perspectives have eschewed an interest in knowledge and knowing: two ideas supposedly at the very centre of univer…
Higher education (8 works) · Pedagogy (7 works) · Political science (7 works) · Sociology (7 works) · Psychology (6 works) · Student Assessment and Feedback (6 works) · Curriculum (4 works) · Epistemology (4 works) · Computer Science (3 works) · Educational Theory and Curriculum Studies (3 works)