🔥The 9th Round of Easy Loan, Earn $40 Reward is in progress❗️ ⏰ Promotion Period: January 15th - Feburary 15th, 2025 👉 Register now and check more details at gate.io/campaigns/358

Excited to chair this online launch of the epic (112 chapter / 145 author) Handbook of Academic Integrity (2nd ed) featuring editor Dr. Sarah Elaine Eaton🇨🇦! July 24, timezone probably suits Aus and Asian colleagues best but if you sign up you'll get the recording eventbrite.com.au/e/cradle-semin…

Happy to share that our SeFeMo article is about to come out. Direct observation of 500 self-assessments from secondary & higher ed. students. We reached this model after creating a new way of investigating self-assessment. Stay put for the publication in coming days!

Flipbook see you very soon! Here is the conference program. Please use the hashtag #AHEconf2024. Not long now! flipbookpdf.net/web/site/a5a13…

This new open access paper with Dr Edd Pitt looks at empowering learners to orchestrate learning & generate their own feedback from holistic access to exemplars, peers' work, peers' teacher feedback and the role of the teacher in supporting #aheconf2024 tandfonline.com/doi/full/10.10…

For those who are interested, BJET Editors now ranks 6th of out 756 journals in the "Education & Educational Research" category with an IF* of 6.7 jcr.clarivate.com/jcr/browse-jou… *as a signatory of DORA, we recognise that the Impact Factor is not the only measure of a journal’s success.

First parallel session and Dr Edd Pitt is presenting our work on examination feedback #sig1conference

Great to present our recent work on learner self-orchestrated feeback in open access online environments with the brilliant James Wood EARLI SIG 1 a&f conference here in Sunny Barcelona. Full open access paper here - tandfonline.com/doi/full/10.10…

Thought provoking presentation by the brilliant Juuso Henrik Nieminen critically reviewing self-assessment discourses over the past 50 years EARLI SIG 1 #sig1conference

🔔 Abstract submissions are due by August 2nd! 📝 Special Issue Call (AEHE): "Adapting Feedback Practices for a Time of Generative Artificial Intelligence: Perspectives of Teachers and Students." 📩 Contact: [email protected] 📢 Zi Yan David Carless James Wood

This article argues that teachers should develop multimodal feedback literacy at a time when students often turn to ChatGPT for feedback on their writing. Special thanks to Prof Carless for his inspiration and to Prof Lee and Yu for coauthoring. doi.org/10.1111/ijal.1…

My research career accelerated with the concept of learning-oriented assessment, so pleased to see this new network analysis tandfonline.com/doi/full/10.10…

Recruiting! Retweets are welcome!

🔔Special Issue Call (AEHE) Abstract submissions are due soon! Deadline: August 2nd! Zi Yan David Carless James Wood

We are editing a special issue about the SRL-achievement link in technology-enhanced learning environments for the journal "Educational Psychology". The call for papers can be found at think.taylorandfrancis.com/special_issues…. Abstract due on 31 December 2024. All are welcome!

The deadline is coming. If you are interested in this topic, don't miss this opportunity.

Now live - new article collection celebrating ten years of the journal Cogent Education! 🥳🎉 Browse the Editors' 20 favourite articles from this time at the link below tandfonline.com/journals/oaed2…

I don't often co-author articles which get 500+ citations per year, so I wrote a blog about the process and facilitators

How do students engage with #GenAI feedback like #ChatGPT? Our Findings: 🧠 More cognitive than metacognitive strategies 😊 Minimal emotional resistance 🤔 Varying levels of trust in AI feedback 📝 Superficial behavioral engagement Read more 👇 doi.org/10.1080/026029…

"Generative artificial intelligence as an enabler of student feedback engagement: a framework" Open access! tandfonline.com/doi/full/10.10…

New book from the Assessment Group at EdUHK: link.springer.com/book/10.1007/9… In this book, we argue that student assessment literacy (SAL) is a core capability. We provide classroom strategies for frontline teachers and practitioners to formulate actionable approaches to developing SAL.