| Rethinking models of feedback for learning: the challenge of design D Boud, E Molloy Assessment & Evaluation in higher education 38 (6), 698-712, 2013 | 2576 | 2013 |
| Feedback in higher and professional education D Boud, E Molloy Understanding it and doing it well, 2013, 2013 | 1033* | 2013 |
| What makes for effective feedback: Staff and student perspectives P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, ... Assessment & Evaluation in Higher Education 44 (1), 25-36, 2019 | 819 | 2019 |
| Developing a learning-centred framework for feedback literacy E Molloy, D Boud, M Henderson Assessment & Evaluation in Higher Education 45 (4), 527-540, 2020 | 656 | 2020 |
| Conditions that enable effective feedback M Henderson, M Phillips, T Ryan, D Boud, P Dawson, E Molloy, ... Higher Education Research & Development 38 (7), 1401-1416, 2019 | 391 | 2019 |
| Observer roles that optimise learning in healthcare simulation education: a systematic review S O’Regan, E Molloy, L Watterson, D Nestel Advances in Simulation 1 (1), 4, 2016 | 271 | 2016 |
| Stigma experienced by people with nonspecific chronic low back pain: a qualitative study SC Slade, E Molloy, JL Keating Pain Medicine 10 (1), 143-154, 2009 | 268 | 2009 |
| How technology shapes assessment design: Findings from a study of university teachers S Bennett, P Dawson, M Bearman, E Molloy, D Boud British Journal of Educational Technology 48 (2), 672-682, 2017 | 218 | 2017 |
| Embracing the tension between vulnerability and credibility:‘intellectual candour’in health professions education E Molloy, M Bearman Medical education 53 (1), 32-41, 2019 | 215 | 2019 |
| Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain SC Slade, E Molloy, JL Keating Clinical Rehabilitation 23 (3), 270-280, 2009 | 194 | 2009 |
| Psychological safety in feedback: what does it look like and how can educators work with learners to foster it? CE Johnson, JL Keating, EK Molloy Medical Education 54 (6), 559-570, 2020 | 185 | 2020 |
| Support for assessment practice: developing the Assessment Design Decisions Framework M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy Teaching in Higher Education 21 (5), 545-556, 2016 | 184 | 2016 |
| Changing conceptions of feedback E Molloy, D Boud Feedback in higher and professional education, 11-33, 2012 | 181 | 2012 |
| Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review J Tai, E Molloy, T Haines, B Canny Medical education 50 (4), 469-484, 2016 | 177 | 2016 |
| Feedback models for learning, teaching and performance EK Molloy, D Boud Handbook of research on educational communications and technology, 413-424, 2013 | 175 | 2013 |
| The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education JHM Tai, BJ Canny, TP Haines, EK Molloy Advances in Health Sciences Education 21 (3), 659-676, 2016 | 169 | 2016 |
| El feedback en educación superior y profesional: Comprenderlo y hacerlo bien D Boud, E Molloy Narcea ediciones, 2015 | 166 | 2015 |
| The usefulness of feedback M Henderson, T Ryan, D Boud, P Dawson, M Phillips, E Molloy, ... Active Learning in Higher Education 22 (3), 229-243, 2021 | 165 | 2021 |
| Reframing assessment research: through a practice perspective D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy Studies in Higher Education 43 (7), 1107-1118, 2018 | 164 | 2018 |
| The impact of emotions in feedback E Molloy, F Borrell-Carrio, R Epstein Feedback in higher and professional education, 50-71, 2012 | 163 | 2012 |
Margaret BearmanDeakin UniversityVerified email at deakin.edu.au
