Gavin Thomas Lumsden Brown

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University of Auckland

New Zealand

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Recent Grants

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Identification of mechanisms underlying the impact of formative assessment on student achievement in mathematics

Open Date: 2023-07-01

Close Date: 2025-12-01

Grant: Close

Analysis of formative assessment practices and their effects in higher education (APEEFES)

Open Date: 2020-09-01

Close Date: 2021-12-01

Grant: Close

The cognitive and non-cognitive outcomes of inclusive versus special education placement: a quasi-experimental follow-up study

Open Date: 2020-09-01

Close Date: 2024-08-01

Grant: Close

Inside the Black Box of Feedback: Capturing Cognitive, Affective, and Behavioural Indicators of Feedback Effectiveness

Open Date: 2020-07-01

Close Date: 2022-06-01

Grant: Close

Utveckling av formative bedömningspraktiker och dess effekter på elevers motivation och prestationer

Open Date: 2020-01-01

Close Date: 2023-12-01

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Eleanor Hawe

University of Auckland

NEW ZEALAND

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Samson Nivins

Karolinska Institutet

SWEDEN

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Trecia Wouldes

Professor, Head of Department

University of Auckland

NEW ZEALAND

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Gavin Thomas Lumsden Brown

Research Interests

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Contact this professor

Recent Grants

Articles (20)

Latent Variable Statistical Methods for Longitudinal Studies of Multi-Dimensional Health and Education Data: A Scoping Review

NIH Toolbox for assessment of neurocognitive, motor and emotional-behavioral function in childhood: a systematic review

Gestational Diabetes Mellitus and School-Age Cognitive and Health Outcomes in New Zealand: A Matched Cohort Study

Statistical Software Usability for Novice Research Students in the Social Sciences: An Eye-Tracking Study

Feedback Assisted by Technology: A Systematic Review of Empirical Research

A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment

Teacher conceptions of assessment and feedback predicting formative feedback practices: helping students to not ignore improvement-oriented feedback

Decoding Chinese undergraduates’ conceptions of assessment: a repeated measures replication study of the C-SCoA inventory

Secondary Students’ Perceptions of Teaching Quality and Teacher-Family Interaction: A Structural Equation Model

Editorial: Insights in assessment, testing, and applied measurement: 2022

Challenges and opportunities in score reporting

In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories

The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions

Executive function and behaviour problems in school‐age children born at risk of neonatal hypoglycaemia

Executive function and behaviour problems in school-age children born at risk of neonatal hypoglycaemia

Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self‐loathing in comparison

Different approaches to requesting consent for routine data linkage in neonatal follow-up (ACORN): Protocol for a 2x2 factorial randomised trial

Different Approaches to requesting Consent for Routine data linkage in Neonatal follow-up (ACORN): protocol for a 2x2 factorial randomised trial

How do undergraduates perceive the use of assessment? A study in higher education

Association of Neonatal Hypoglycemia With Academic Performance in Mid-Childhood

Collaborators (10)

Peter Keegan

Nike Franke

Jane Harding

Christopher McKinlay

Irene Cadime

Richard Hamilton

Jane M Alsweiler

Eleanor Hawe

Samson Nivins

Trecia Wouldes

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