Dr Chris Dann

Fields of Research (FoR)

• Higher Education ( 130103 )
  

• Education Systems ( 130100 )
  

• Education Assessment and Evaluation ( 130303 )
  

• Education Systems ( 390300 )
  

• Higher Education ( 390303 )
  

• Education Assessment And Evaluation ( 390402 )
  

Research interests
Machine learning, Student satisfaction, Feedback, Adult learning, Online learning design, Educational assessment,
Enacted curriculum, Student retention, Artificial Intelligence

Professional memberships
QCT registration
Member - Society for Information Technology and Teacher Education (SITE) member and
Co - Chair of a SITE special interest group on e-Portfolio and Assessment 2012 - 2014
Member - Australian College of Educators

Research most recent
Dann, C. E., & O'Neill, S. (2020). Are You Feeding Back or Is It Taking Students Forward?: Changing the Traditional Narrative to Ensure a Dialogic Approach in Formative Assessment. In Dann, C. E., & O'Neill, S. (Ed.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 275-296). IGI Global. http://doi:10.4018/978-1-7998-0426-0.ch014

Curtis, P. M., Campbell, D., & Dann, C., (2019) Technology and Coding. Teaching primary years : rethinking curriculum, pedagogy and assessment [1st ed.]. Allen and Unwin, Crows Nest , NSW

Robertson, A., Curtis, P, M., & Dann, C,. (2018) Outcomes of a collaborative contextualize learning approach to teacher professional development in Papua, Indonesia. International Education Journal: Comparative Perspectivies. 17(2), 88 – 101

Research most notable
Dann. C, and O’Neill, S. (Eds.), (2020) Technology Enhanced Formative Assessment in Higher Education.
Richardson, T., Dann, B., Dann, C., & O’Neill, S. (Eds.). (2018) Formative assessment practices for pre-service teacher practicum feedback: Emerging research and opportunities.

Publications in ePrints

Chakraborty, Subrata and Dann, ChristopherORCID: https://orcid.org/0000-0001-7477-0305 and Mandal, Anuradha and Dann, Beverly and Paul, Manoranjan and Hafeez-Baig, Abdul (2021) Effects of rubric quality on marker variation in higher education. Studies In Educational Evaluation, 70:100997. pp. 1-12. ISSN 0191-491X

Dann, Christopher ORCID: https://orcid.org/0000-0001-7477-0305 and O'Neill, Shirley (2020) Are you feeding back or is it taking students forward?: changing the traditional narrative to ensure a dialogic approach in formative assessment. In: Technology-enhanced formative assessment practices in higher education. Advances in Higher Education and Professional Development. IGI Publishing (IGI Global), Hershey, United States, pp. 275-296. ISBN 9781799804260

Dann, Christopher Ewart ORCID: https://orcid.org/0000-0001-7477-0305 and O'Neill, Shirley (2020) Technology-enhanced formative assessment practices in higher education. Advances in Higher Education and Professional Development. IGI Publishing (IGI Global), Hershey, United States. ISBN 9781799804260

Dann, Christopher ORCID: https://orcid.org/0000-0001-7477-0305 and Getenet, SeyumORCID: https://orcid.org/0000-0001-8338-4326 (2020) Video-enhanced feedback. In: Encyclopedia of education and information technologies. Springer Nature, Switzerland. ISBN 978-3-030-10575-4

Curtis, Peter and Campbell, Darren and Dann, ChrisORCID: https://orcid.org/0000-0001-7477-0305 (2019) Technology and coding. In: Teaching Primary Years: Rethinking curriculum, pedagogy and assessment. Allen & Unwin, Crows Nest, NSW, Australia, pp. 179-201. ISBN 978-1-76029-519-6

View full listing in ePrints

Approved research supervisor in the area of:

• Higher Education ( 130103 )
  

• Education Assessment and Evaluation ( 130303 )
  

• Education Systems ( 390300 )
  

• Higher Education ( 390303 )
  

• Education Assessment And Evaluation ( 390402 )
  

Research topics

• Keeping Seriously Sick Kids Connected to School Through Technology