Research project 04
Evaluative Governance, Feedback and Scalable Assessment in Higher Education
Examines how institutions allocate evaluative work, authority, information and exposure in feedback and assessment, and when feedback records provide sufficient evidence of educational function.
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Project overview
This project examines feedback, assessment, inclusion and institutional design in higher education. It asks how participation, student agency, transparency, reflection, personalisation and data use become institutional requirements, and when these practices generate excessive visibility or evaluative burden.
The Evaluative Governance Framework studies the allocation of authority, labour, information and exposure. It examines sufficiency and stopping conditions in scalable feedback and assessment systems, alongside the relationship between recorded feedback and educational judgement.
The research connects teaching practice with broader questions about institutional evidence, meaningful participation and professional judgement. Submitted manuscripts are listed below.
Central research question
How should evaluative work be allocated, and when is a feedback trace sufficient evidence that an educational function has been fulfilled?
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Related scholarly work
When Is a Feedback Trace Evidence? Evidential Sufficiency and Institutional Judgement in Feedback at Scale
Inclusive Feedback in Large Postgraduate Cohorts
Hamaiunova, Viktoriia (2026)
SIMByte, Episode 4, Social Issues in Management Division, Academy of Management, September 2026
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Talks and presentations
8 Aug 2025
Scaling Dialogic Feedback Inclusively: Rethinking Scalable Assessment through Inclusive Design, Dialogic Practice, and Structural Critique
Graduate/Post-doc Students Teaching in Higher Education Conference: Empowering the Next Generation of Educators, online