Kelli Nicola‐Richmond
Biographic Data
| ID | 6776550 |
|---|---|
| NAME | Kelli Nicola‐Richmond |
| GIVEN NAMES | Kelli |
| FAMILY NAME | Nicola‐Richmond |
| SIGNATURE | RICHMOND K N |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0003-4874-5055 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
‘Lightbulb moments’: A qualitative study of psychology trainees’ perspectives on learning CBT
Objective Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as es…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Implementing a collaborative program-wide approach to redeveloping assessment in response to generative artificial intelligence (GenAI)
The rapid advancement of generative artificial intelligence (GenAI) presents one of the most significant challenges to higher education in many years. Universities retain the responsibility to assure students graduate with the competencies associated with programs and must also ensure that students are prepared for a world where GenAI has become ubiquitous. Program-wide approaches to redeveloping assessment are encouraged to address this but thes…
Feedback practices in clinical placement: How students come to understand how they are progressing
Health clinicians are required to make use of feedback to form effective judgements and deliver efficacious health care. In health education, clinical placements provide an opportunity for students to translate knowledge to practise and develop expertise. During placements students are expected to engage with and act on feedback in order to improve and demonstrate competence. Increasingly, in the assessment literature, students’ ability to judge …
‘Where’s the line? It’s an absurd line’: Towards a framework for acceptable uses of AI in assessment
As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a themati…
Online proctored exams: Rhetoric vs reality
Remote proctoring of exams is one of the most divisive issues in higher education. Critiques of remote proctoring abound, and there are a variety of perspectives particularly in relation to the advantages and disadvantages of this type of assessment, and opportunities for cheating. However, these perspectives are largely based on rhetoric with limited empirical data to support or refute the value of remote proctoring. This study used mixed-method…
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 …
Beyond open book versus closed book: A taxonomy of restrictions in online examinations
Educators set restrictions in examinations to enable them to assess learning outcomes under particular conditions. The open book versus closed book binary is an example of the sorts of restrictions examiners have traditionally set. In the late 2000s this was expanded to a trinary to include open web examinations. However, the current technology environment, particularly for online examinations, makes this trinary not particularly useful. The web …
Validating the Covid Check-In: A co-produced online platform enabling integrated care for people with Long Covid
Introduction: ‘Long COVID’ describes the sustained and debilitating symptoms experienced by many people following acute COVID-19 infection. This study builds on previous work by Deakin University and the Western Health COVID-19 Recovery Collaboration (WHCOVRE). In this previous work, a team of 4 health researchers and 6 consumers with Long COVID co-designed the COVID Recovery (or DisCOVeRY) model of care. This model provides a framework for appro…
Making it real: The development of a web-based simulated learning resource for occupational therapy students
Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning reso…
No prominent works on this page.
Making it real: The development of a web-based simulated learning resource for occupational therapy students
Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning reso…
Validating the Covid Check-In: A co-produced online platform enabling integrated care for people with Long Covid
Introduction: ‘Long COVID’ describes the sustained and debilitating symptoms experienced by many people following acute COVID-19 infection. This study builds on previous work by Deakin University and the Western Health COVID-19 Recovery Collaboration (WHCOVRE). In this previous work, a team of 4 health researchers and 6 consumers with Long COVID co-designed the COVID Recovery (or DisCOVeRY) model of care. This model provides a framework for appro…
Online proctored exams: Rhetoric vs reality
Remote proctoring of exams is one of the most divisive issues in higher education. Critiques of remote proctoring abound, and there are a variety of perspectives particularly in relation to the advantages and disadvantages of this type of assessment, and opportunities for cheating. However, these perspectives are largely based on rhetoric with limited empirical data to support or refute the value of remote proctoring. This study used mixed-method…
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 …
Beyond open book versus closed book: A taxonomy of restrictions in online examinations
Educators set restrictions in examinations to enable them to assess learning outcomes under particular conditions. The open book versus closed book binary is an example of the sorts of restrictions examiners have traditionally set. In the late 2000s this was expanded to a trinary to include open web examinations. However, the current technology environment, particularly for online examinations, makes this trinary not particularly useful. The web …
Feedback practices in clinical placement: How students come to understand how they are progressing
Health clinicians are required to make use of feedback to form effective judgements and deliver efficacious health care. In health education, clinical placements provide an opportunity for students to translate knowledge to practise and develop expertise. During placements students are expected to engage with and act on feedback in order to improve and demonstrate competence. Increasingly, in the assessment literature, students’ ability to judge …
‘Where’s the line? It’s an absurd line’: Towards a framework for acceptable uses of AI in assessment
As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a themati…
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…
‘Lightbulb moments’: A qualitative study of psychology trainees’ perspectives on learning CBT
Objective Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as es…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Implementing a collaborative program-wide approach to redeveloping assessment in response to generative artificial intelligence (GenAI)
The rapid advancement of generative artificial intelligence (GenAI) presents one of the most significant challenges to higher education in many years. Universities retain the responsibility to assure students graduate with the competencies associated with programs and must also ensure that students are prepared for a world where GenAI has become ubiquitous. Program-wide approaches to redeveloping assessment are encouraged to address this but thes…
Psychology (7 works) · Computer Science (5 works) · Medical education (5 works) · Medicine (5 works) · Higher education (4 works) · Higher Education Learning Practices (4 works) · Mathematics education (3 works) · Social Psychology (3 works) · Student Assessment and Feedback (3 works) · Academic integrity and plagiarism (2 works)