Professor Gavin Thomas Lumsden Brown

PhD, MEd (Hons 1st class) Massey University, BEd (TESL)(Dist'n) Concordia University

Biography

Prof Brown is Associate Dean Postgraduate Research and the Director of the Quantitative Data Analysis and Research Unit in the Faculty of Education and Social Work. He also has joint appointments at: 

  • Affiliate Professor, in Applied Educational Sciences, at Umea University, Sweden
  • Honorary Professor, in Curriculum & Instruction, at the Education University of Hong Kong.

Dr Brown has been in academic positions since 2005 at the University of Auckland and the Hong Kong Institute of Education (2009-2011). Prior to that he was a standardised test developer for NZCER (1997-2000) and Auckland UniServices; he was the Senior Project Manager for the Assessment Tools for Teaching and Learning (asTTle) project (2000-2005). After completing teacher training in Montreal Canada (1979-1981), Gavin worked in NZ for 13 years (1983-1996) as a tutor of ESOL and as a high school teacher of English and ESOL. 

SCHOLARLY OUTPUT

No.

All Publications

195

  Articles in international scientific journals

132

  Books

20

  Chapters and articles in international scientific books

43

  First authored publications

101

Other Scholarly Work

 

  Keynote Addresses (international)

20

  Measurement Instruments

19

  Technical Reports

80

  Conference abstracts (International)

135

  Conference abstracts (National/Regional)

44

Impact

 

  Google Scholar indexed publications

212

  Google Scholar h-index

48

  Scopus indexed publications

97

  Scopus h-index

27

  Web of Science indexed publications

75

  Web of Science h-index

22

Research | Current

I am involved in the current externally funded research projects:

  • 2017-2020. External Expert. Perspektivtagande hos framtida poliser: effekter av utbildning och praktik [Perspective taking ability in future police officers: Effects of training and professional practice]. Swedish Research Council (grant # 2016-04842). Principal Investigators: Dr Christina Wikstrom, Dr Tova Stenlund, & Dr Miguel Inzunza (Umeå University, Sweden).
  • 2017-. External collaborator. Education, Regulated Learning, and Assessment (ERLA) research group, Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autonomá de Madrid, Spain. PI=Dr Ernesto Panadero.
  • 2016-2020. Member, Mid-childhood outcomes of children born at risk of neonatal hypoglycaemia, Children with Hypoglycaemia and their Later Development CHYLD Project, Liggins Institute, University of Auckland. Health Research Council grant $1,198,903. PI=Prof Jane Harding.
  • 2019-2024. Member. Assessing the impact of maternal and perinatal interventions on life-long health, Liggins Institute, University of Auckland. 5-year Programme Grant, Health Research Council (ref. #19/690).  PI=Prof Jane Harding. $4,971,164.10 NZD
  • 2020-2021. Co-Investigator. Unpacking student self-assessment processes: A longitudinal naturalistic experiment. Hong Kong General Research Fund (grant 18600019). PI=Dr Yan Zi, Education University of Hong Kong. HK$733,312 (≈$140,000 NZD)
  • 2020-2024. Co-Investigator. Utveckling av formative bedömningspraktiker och dess effekter på elevers motivation och prestationer [Development of formative assessment practices and their effects on student motivation and achievement]. Swedish Research Council, Education Research Fund (ref. #2019-04349). PI=Dr Torulf Palm, Umea Universitet. SEK 5,993,000 (≈$980,000 NZD)
  • 2020-2024. International Collaborator. Analysis of formative assessment practices and their effects in higher education (APEEFES). Spanish National R+D call, Generación del Conocimiento 2020,Ministerio de Ciencia, Innovación y Universidades (grant: PID2019-108982GB-I00). PI=Dr Ernesto Panadero, Deusto University, Spain. €87,830 (≈$153,000 NZD)
  • 2020-2024. International Collaborator. The cognitive and non-cognitive outcomes of inclusive versus special education placement: a quasi-experimental follow-up study. Academy of Finland (decision 330369, 2020). PI= Markku Jahnukainen (Helsinki) & Mari-Pauliina Vainikainen (Tampere). €280,000 (≈$490,000 NZD).
  • 2020-2022. Co-Investigator. Inside the Black Box of Feedback: Capturing Cognitive, Affective, and Behavioural Indicators of Feedback Effectiveness. EARLI Emerging Field Group. PI: Dr Naomi Winstone (Surrey) & Prof. Ana Lipnevich (CUNY). €20,000 (≈$35,000 NZD)

Teaching | Current

Assessment, testing, measurement

  1. EDUC 224 Assessment and Evaluation in Education

Research methods and evaluation

  1. EDUC 380 Methods of Research in Education
  2. EDUC 706 Measurement & Advanced Statistics

Social psychology especially around assessment

  1. EDUC 121(G) How People Learn

Postgraduate supervision

My research topics focus around the following four big ideas. I am actively prioritising research students in these areas. Students should be willing and able to learn how to use statistical methods with large-scale data.

  1. The teaching and learning of advanced quantitative methods https://dx.doi.org/10.17608/k6.auckland.c.3469797.v1
  2. Evaluation and measurement of undergraduate attributes http://www.education.auckland.ac.nz/en/about/research/research-at-faculty/quant-dare-unit_1/research-quant-dare_1.html
  3. Assessment (https://doi.org/10.17608/k6.auckland.c.3499020) and data analysis methods (https://doi.org/10.17608/k6.auckland.c.3465630.v3), especially in higher education, making use of psychometric theory.
  4. Beliefs and attitudes toward assessment and the impact of those on behaviour and performance focusing on teachers (https://doi.org/10.17608/k6.auckland.c.3690541.v1) or students (https://doi.org/10.17608/k6.auckland.c.3694258.v2)

I am currently supervising the following research students.

2017

PhD

Lead

Anran ZHAO, CSC Scholar

What made PISA outcomes different - a comparison on socioeconomic status, curriculum and students’ motivation between New Zealand and China (Shanghai) based on PISA 2015

2017

PhD

Lead

Xiaoying GAO, CSC Scholar

University Students’ Conceptions of Assessment: Using Self-Regulation to Self-Improve

2017

PhD

Lead

Tianxin LI, CSC Scholar

Cross-cultural differences in student self-assessment; identification of social and cultural best practices and the difference between ‘east’ and ‘west

2017

PhD

Lead

Sedigheh ABBASNASAB

Teaching Quantitative Research Methods to Novice Researchers

2017

PhD

Lead

Jinjing FANG

Achievement Emotions Across An Assessment Event

2019

PhD

Advisor

Darren DAI, FHMS, UoA

The role of executive function in mid-childhood achievement

2020

MProfSt

Sole

Carlos MARTINEZ

Usefulness of student and teacher perceptions on feedback: Performance on Colombia’s PISA 2018 results.

2020

MProfSt

Sole

Yan ZHANG

Students’ Conceptions of Assessment: A Critical Review of the Literature

2020 MEd. Sole Meiyang (Betty) HONG NZ secondary school student perceptions of English teaching and learning and impact on outcomes in reading
2020 MEd. Sole Jingdi SUN Asia-Pacific Students: Latent Profile Analysis in PISA Mathematics

I am an external advisor or supervisor to the following candidates at other universities. 

2016-

PhD

External Supervisor.

Patrick D. RATU, USP (Tonga)

Strengthening diagnostic assessments as interactive formative praxis: A psychometrical and clinical approach for improving students learning and achievements in Solomon Islands

I have contributed to doctoral dissertations, master's theses, and honor's projects at UoA, Universidad Federale de Minas Gerais, Universidad Federale de Ouro Preto, Ludwig Maximilian University, National Institute of Education Singapore, and the Education University of Hong Kong.

Completed Doctoral Full Supervisions

  1. Liao, Z. (2020). The impact of genre-informed persuasive writing in the Chinese tertiary classroom. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ.
  2. Munshi, C. (2020). Student self-assessment using computer feedback. (Ph.D. unpublished thesis), National Institute of Education, Nanyang Technological University, Singapore.
  3. Airy, S. (2020). Changing identity and intentions toward entrepreneurial behaviour in community education. (Ed.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/50556
  4. Yao, W. (2020). The preparation of assessment literate teachers: Examining language testing and assessment courses in China and New Zealand. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/50132
  5. Harper, A. (2018). Students’ use and understanding of feedback in a university context: How and why students use feedback. (Ed.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/45933
  6. Jun, G. (2019). Quasi-experimental research on teaching methods of legal education in china. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/47318
  7. Yu, J. (2019). L2 motivational and self-systems among successful Chinese learners of English. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/37072
  8. Park, J. J. (2019). Rethinking the route to success and well-being: Cross-cultural impact of extrinsic-intrinsic success beliefs and identity on subjective and psychological well-being between Korea and New Zealand. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/49378
  9. Liu, X. (2019). Towards the foundation of a diagnostic assessment of reading in English for academic purposes. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/37053
  10. San Jose, D. L. (2018). The cost-reward analysis of electronic portfolio systems: Towards best practice and improved student engagement (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/45082
  11. Kyaruzi, F. (2017). Formative assessment practices in mathematics education among secondary schools in Tanzania. (Ph.D. Unpublished thesis), Ludwig Maximilians Universitat, Munich, DE. Retrieved from https://edoc.ub.uni-muenchen.de/25438/7/Kyaruzi_Florence.pdf
  12. Mei, E. B. (2016). Towards an understanding of mainland Chinese pre-service EFL teachers’ intention to use call 2.0. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/33168
  13. Williams, R. A. (2015). Investigating the implementation and impact of participation in a health promotion programme on the social attitudes and behaviours of children in New Zealand schools. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/27425
  14. Courtney, M. G. (2014). Emerging social space: The role of Facebook in Australasian international student integration. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/23510
  15. Lee, B. (2014). The characteristics of child rearing practices of two-parent and single-parent Korean immigrants in New Zealand. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/22263
  16. Sorrell, D. (2014). A study of achievement in English for students learning within a curriculum taught in their second language in a Hong Kong international school. (Ed.D. unpublished thesis), The Hong Kong Institute of Education, Hong Kong, PRC.
  17. Chen, J. (2010). Teachers’ conceptions of excellent teaching in Chinese middle schools. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/5864
  18. Matos, D. A. S. (2010). A avaliação no ensino superior: Concepções múltiplas de estudantes brasileiros [Assessment in higher education: Multiple conceptions of Brazilian students]. (Ph.D. unpublished thesis), Universidade Federal de Minas Gerais, Belo Horizonte, Brazil. Retrieved from http://hdl.handle.net/1843/BUOS-8C6F6D
  19. 'Otunuku, M. (2010). Tongan conceptions of schooling in New Zealand: Insights and possible solutions to underachievement. (Ed.D. Unpublished thesis), The University of Auckland, Auckland, NZ. Retrieved from http://hdl.handle.net/2292/6980

Completed Partial Doctoral Supervisions

  1. Xu, Y. (2017). University English teacher assessment literacy in china. (Ph.D. unpublished thesis), The University of Hong Kong, Hong Kong, PRC.
  2. Gibbs, R. S. (2017). Literacy leadership in New Zealand secondary schools. (Ed.D. Unpublished thesis), University of Auckland, Auckland, NZ.
  3. Chao, C. N. G. (2013). Structural equation models of motivation theory: Tripartite relationships of motivation to goal setting and academic achievement with self-efficacy as mediator. (Ed.D. unpublished thesis), The Hong Kong Institute of Education, Hong Kong, PRC.
  4. Tumen, S. (2013). The impact of school resourcing and financial management on attainment of students. (Ph.D. unpublished thesis), The University of Auckland, Auckland, NZ.
  5. Highfield, C. (2012). The impact of middle leadership practices on student academic outcomes in New Zealand secondary schools. (Ed.D. Unpublished thesis), University of Auckland, Auckland, NZ.
  6. Zhang, L. (2012). To break the ice: A case study of willingness to communicate in l2 in English language lessons in a university in china. (Ed.D. Unpublished thesis), Hong Kong Institute of Education, Hong Kong.

Completed Masters Supervisions

  1. Wu, Y. (2020). Motivational profiles in grade-eight TIMSS science: Describing jurisdictions in the Asia-Pacific region. (M.Ed. unpublished thesis), The University of Auckland, Auckland, NZ.
  2. Slade, M. (2019). Understanding Taylor college student academic attributes. (M.Ed. unpublished thesis), The University of Auckland, Auckland, NZ.
  3. Landim, M. V. (2015). A avaliação sob o ponto de vista dos estudantes: O uso de desenhos para a análise de concepções de avaliação (M.Ed. unpublished thesis), Universidade Federal de Ouro Preto, Ouro Preto, Brazil.
  4. Abdulnabi, H. (2014). Analysing the quality of an undergraduate course assessments: Considering the irt models as framework for evaluating validity. (M.A. Unpublished thesis), The University of Auckland, Auckland, NZ.
  5. Ali, H. (2014). Evaluating the impact of khan academy tutorials: A case study of an educational technology being set free. (M.A. unpublished thesis), The University of Auckland, Auckland, NZ.
  6. Janahi, S. (2013). Bahraini university students’ conception of assessment within different educational cultures. (M.A. Unpublished thesis), The University of Auckland, Auckland, NZ.
  7. Jun, C. O. M. (2013). Achievement emotions in higher education: The effects of an assessment event upon tertiary students’ achievement emotions. (M.Sc. Unpublished thesis), The University of Auckland, Auckland, NZ.
  8. AlQassab, M. (2012). Differential item functioning according to subject motivation: Psychometric properties of the student conceptions of assessment (M.A. unpublished thesis), The University of Auckland, Auckland, NZ.
  9. Walton, K. F. (2009). Secondary students’ conceptions of assessment mediated by self-motivational attitudes: Effects on academic performance. (M.Ed. unpublished thesis), University of Auckland, Auckland, NZ.
  10. Marshall, J. (2008). Writing introductions in academic essays: The effect of genre-based instruction. (M.Ed. unpublished thesis), The University of Auckland, Auckland, NZ.

Completed Masters Partial Supervisions

  1. Brake, D.-J. (2009). The impact of qualifications systems on learning strategies: Medicine 1st year students doing UB and NCEA. (M.Ed. unpublished thesis), The University of Auckland, Auckland, NZ.
  2. Lee, B. (2009). Psychological barriers to successful learning among East Asian international visa students. (M.A. unpublished thesis), The University of Auckland, Auckland, NZ.

Completed Honours Supervisions

  1. Abdulnabi, H. (2012). Analysing New Zealand teachers’ assessment tasks: Considering the validity of the SEC taxonomy as a means of evaluating teaching quality. (B.A. Hons. Unpublished dissertation), The University of Auckland, Auckland, NZ.
  2. Chow, K. Y. C. (2011). The importance of positive teacher-student relationships to primary students’ English learning in Hong Kong. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  3. Lam, S. W. M. (2011). Students’ perceptions towards peer assessment in tertiary education in Chinese society. (B.Ed. Hons. unpublished dissertation), Hong Kong Institute of Education, Hong Kong.
  4. Lau, C. Y. C. (2011). Chinese secondary students’ perceptions of teacher feedback. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education Hong Kong, PRC.
  5. Lu, Y. K. (2011). The effects of inductive vs. Deductive instructional approach: A comparative study of different teaching methods in a Hong Kong primary English classroom. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  6. Peng, Y. I. (2011). A discussion of success of classroom management strategies for pre-service teachers in HKIEd. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  7. Li, M. F. A. (2010). The worth of assessments in Chinese culture-from expectation to reality. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  8. Yuen, H. Y. Y. (2010). The implementation of project-based assessment in ESL classroom: Case study in a Hong Kong secondary school. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  9. Sing, S. Y. (2010). Teachers’ perceptions of small class teaching in a Hong Kong school: Benefits, obstacles, & issues. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  10. Lee, K. M. (2010). Teachers' perception of the constraints of the implementation of task-based language teaching in secondary schools. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  11. Zheng, S. (2010). Hong Kong pre-service English teachers’ conceptualizations of task-based language teaching and its implementation issues. (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.
  12. Wong, K. L. (2010). Investigating the impact of teachers’ feedback on students’ spoken English in the context of school-based assessment (SBA) for the Hong Kong Certificate of Education Examination (HKCEE). (B.Ed. Hons. unpublished dissertation), The Hong Kong Institute of Education, Hong Kong, PRC.

Distinctions/Honours

In 2020, Gavin has been given keynote talks at the following online conferences:

  • November. Auto-Evaluación en educación superior: Aprendizaje vs Evaluación [Self-assessment in higher education: Learning vs. evaluation]. Invited keynote address to the Encuentro Virtual Internacional Sobre Enseñanza, Aprendizaje y Evaluación en Educación Superior, Santiago, Chile.
  • November. Technology is the Answer? A response to online digital schooling & assessment. Invited Opening Address Keynote to the 2020 AEA-Europe Online Festival. https://www.aea-europe.net/2020/
  • September. Tech is not the Answer: An assessor’s response to online digital schooling. Presentation to the Lessons from Lockdown Conference, Educational Data Talks, Melbourne, Australia. https://vimeo.com/454575019/072811edc8
  • May. Is assessment for learning really assessment? Presentation to the Cancelled Conference Conversations: A virtual symposium series, University of Auckland, New Zealand.

2020. Distinguished International Visitor. University of Canberra. Funded award to be a guest of Prof Moosung Lee.

In 2019, Gavin was a keynote speaker for the following conferences in 2019

  • February: International Congress on Assessment in Higher Education, Braga, Portugal.
  • March: National experience conference for the SKUV (school-based competence development in assessment) project, in Trondheim, Norway.
  • August: European Association for Learning and Instruction biennial conference in Aachen Germany.
  • September: biennial Asia Pacific Educational Assessment Conference in Singapore.
  • October: 2019 International Conference of Artificial Intelligence &Technology-Enhanced Language Learning. Shanghai, PRC.

2019. Top 1% of Peer Reviewers in Social Sciences, Publons Peer Review Awards

2017. Top 1% of Peer Reviewers in Social Sciences (#8), Publons Peer Review Awards

2017. Shortlisted, EARLI 2017 Outstanding Publication Award for Panadero, E., Brown, G. T. L., & Strijbos, J-W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803-830. doi:10.1007/s10648-015-9350-2

2016. Sentinel of Science Award (#34 in Social Sciences), [Awards for Top 10% of Peer Reviews] Publons.com.

2015. 2014 Distinguished Paper Award, Classroom Assessment SIG, American Educational Research Association

2015. Faculty Research Excellence Award, Faculty of Education & Social Work, The University of Auckland

2014. Faculty of Education Teaching Excellence Award for Postgraduate Research Supervision, The University of Auckland

2008. Early Career Research Excellence Award, The University of Auckland

2004. BearingPoint Innovation Awards to Project asTTle, University of Auckland

  • Highly Commended for Public Service  
  • Highly Commended for Innovation in Technology

2003. Computerworld Excellence Award for Use of IT in Education to Project asTTle, University of Auckland.

Responsibilities

Current at University of Auckland

Associate Dean Post Graduate Research, Faculty of Education & Social Work, 2018 onwards.

Director, Quantitative Data Analysis and Research Unit (Quant-DARE), The University of Auckland, November 2013 onwards. 

Chair, Postgraduate Committee, Faculty of Education & Social Work, 2018 onwards.

Member, Education Committee, Workload & Timetable Committee, Faculty of Education & Social Work, 2018 onwards.

Areas of expertise

  • Educational testing & assessment
  • Psychometrics & measurement
  • Social psychology of assessment
  • Attitudes, values, & beliefs
  • Structural equation modeling

Committees/Professional groups/Services

Current Editorial Roles:

  • Member, International Editorial Board, Educational Research and Evaluation, 2019 to date
  • Member, International Editorial Board, Educational Research Review, 2018 - to date
  • Chief Section Editor, Frontiers in Education: Assessment, Testing, & Applied Measurement, 2016-to date
  • Member, International Editorial Board, Cogent Education OA
  • Member, Editorial Board, Educational Assessment, 2014-to date
  • Member, Editorial Board, Assessment in Education, 2013 - to date
  • Member, Editorial Board, Teaching and Teacher Education, 2012 - to date
  • Member, Editorial Board, International Journal of Society, Culture, & Language, 2012 - to date
  • Member, Editorial Advisory Board, set: Research Information for Teachers, 2006 - to date

Recognised Reviewer

  • Member, International Review Panel, Journal of Education for Teaching, 2011 - to date
  • Member, College of Reviewers, Higher Education Research & Development, 2013- to date
  • Review Editor, Frontiers in Quantitative Psychology and Measurement, 2010 - to date
  • Consulting Editor, Educational Psychology: An International Journal of Experimental Educational Psychology, 2015 - to date

Current Memberships

Member, National Council for Measurement in Education (NCME), 2001 to date

Member, International Test Commission (ITC), 2002 to date

Member, European Association for Research in Learning and Instruction (EARLI), 2006 to date

Member, Association for Psychological Science (APS), 2008 to date

Previous Memberships

Member, International Psychometric Society, (IPS), 2012 to 2018.

Member, Division 15 Educational Psychology, APA, 2011 to 2018.

Member, Division 5 Quantitative and Qualitative Methods, APA, 2016 to 2018.

International Affiliate, American Psychological Association (APA), 2006 to 2018

Member, American Educational Research Association (AERA), 2001 to 2018

Member, Comparative Education Society of Hong Kong (CESHK), 2010 to 2011; 2015.

International Affiliate, International Reading Association (IRA), 1998 to 2008

Member, New Zealand Association for Research in Education (NZARE), 1997 to 2008

Selected publications and creative works (Research Outputs)

As of 29 October 2020 there will be no automatic updating of 'selected publications and creative works' from Research Outputs. Please continue to keep your Research Outputs profile up to date.
  • Sobko, T., Brown, G. T. L., & Cheng, W. H. G. (2020). Does Connectedness to Nature improve the eating behaviours of pre-schoolers? Emerging evidence from the Play&Grow randomised controlled trial in Hong Kong. Appetite, 15410.1016/j.appet.2020.104781
  • Shah, R., Brown, G., Keegan, P., Burakevych, N., Harding, J. E., & McKinlay, C. J. D. (2020). Teacher rating versus measured academic achievement: Implications for paediatric research. JOURNAL OF PAEDIATRICS AND CHILD HEALTH, 56 (7), 1090-1096. 10.1111/jpc.14824
    URL: http://hdl.handle.net/2292/50665
    Other University of Auckland co-authors: Peter Keegan, Jane Harding, Chris McKinlay, Rajesh Kumar Shah
  • Brown, G. (2019). Self-Assessment: An excellent curricular practice that fails assessment.. Paper presented at 4th Biennial conference of Asia Pacific Educational Assessment Conference, Singapore. 12 September - 13 September 2019. Smarter Assessment for Better Learning. Related URL.
    URL: http://hdl.handle.net/2292/45495
  • Deneen, C. C., Fulmer, G. W., Brown, G. T. L., Tan, K., Leong, W. S., & Tay, H. Y. (2019). Value, practice and proficiency: Teachers' complex relationship with assessment for learning. TEACHING AND TEACHER EDUCATION, 80, 39-47. 10.1016/j.tate.2018.12.022
  • Brown, G. T. L., Gebril, A., & Michaelides, M. P. (2019). Teachers’ conceptions of assessment: A global phenomenon or a global localism. Frontiers in Education, 4 (16)10.3389/feduc.2019.00016
  • Brown, G. T. L. (2019). Technologies and infrastructure: costs and obstacles in developing large-scale computer–based testing. Education Inquiry, 10 (1), 4-20. 10.1080/20004508.2018.1529528
  • Brown, G. T. (2019). Products, Processes, Psychology, & Technology: Quo Vadis Educational Assessment?. Paper presented at The 18th EARLI Biennial Conference of the European Association for Research in Learning and Instruction, Aachen, Germany. 12 August - 16 August 2019. Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future. Related URL.
    URL: http://hdl.handle.net/2292/47831
  • Michaelides, M., Brown, G. T. L., Eklöf H, & Papanastasiou, E. C. (2019). Motivational Profiles in TIMSS Mathematics: Exploring Student Clusters across Countries and Time. Dordrecht, NL: Springer International Publishing. Pages: 144. 10.1007/978-3-030-26183-2

Identifiers

Contact details

Office hours

By appointment. Please send an email to request a meeting.

Primary office location

H - BLOCK. EPSOM - Bldg 6EH
Level 4, Room 411
EPSOM CAMPUS, 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand

Social links

Web links