About me

I am a Research Fellow in the Department of Education at the University of Oxford, having joined the department in May 2018 from the University of Sydney where I completed my PhD. My research focuses on metacognition, intelligence, and self-assessment. I convene the Advanced Analytic Techniques module in the MSc Educational Assessment.

Take a look at my publications to find out more.

Recent Publications

  • Do confidence ratings prime confidence?

    Psychonomic Bulletin & Review

    PDFWeb
  • Reactivity to Confidence Ratings in Older Individuals Performing the Latin Square Task

    Metacognition and Learning

    PDFWeb
  • A Meta-analysis and systematic review of reactivity to judgements of learning

    Memory

    PDFWeb
  • The Impact of Peer Assessment on Academic Performance: A Meta-analysis of (Quasi) Experimental Studies

    Preprint

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Current projects

The Effect of the Diploma Programme on Critical Thinking Development: An International Multisite Evaluation (CI)

The International Baccalaureate Organisation offers a high school exit qualification to 16 to 19-year-old students in over 150 countries. The main aim of this research is to compare critical thinking skills in international Baccalaureate and regular student samples and to use propensity-score matching to link these differences to the instructional techniques in the international Baccalaureate

Funding: £100,000 USD

The Pre-testing Effect: Evaluating the Costs and Benefits of Pre-testing (PI)

Recently, experimental studies have begun to examine the effect of pre-testing on learning and memory. Pre-testing involves testing material before the student has had an explicit opportunity to learn the material
This project aims to:

  • Evaluate the viability of pre-testing as an educational practice to enhance learning
  • Determine the moderating role of self-efficacy and test framing in determining the magnitude and direction of the pre-testing effect
  • Develop a clearer understanding why, when, and for whom pre-testing is beneficial in order to inform educational practice and formative assessment theory in higher education

  • Funding: £3,800

    Review of the Evidence on Feedback (CI)

    Feedback has been demonstrated to be a cost-effective way to raise attainment. This project will carry-out a systematic review of the theoretical and empirical feedback literature to generate a wide range of information about feedback. The review will focus on how to deliver feedback across primary and secondary ages from 5 to 16 and across subject areas to improve the academic outcomes of children across the curriculum

    Funding: £40,000




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