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j.wood@bangor.ac.uk

In my current and ongoing research, I investigate the wicked problem of how to design and develop assessment and feedback environments and practices that transform the experience of assessment and feedback for staff and students to one in which students are agentic and empowered in seeking, generating and using feedback to enhance their learning. 

I am interested in taking on Ph.D. students on topics related to assessment and feedback, technology-enhanced and online learning and higher education. 

• PhD: A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience
  University College London, 2013–2020
• MA: MA TESOL
  University College London, 2012
• Diploma in Teaching English to Speakers of Other Languages (DELTA) Modules 1, 2, and 3.
  2010
• Post Graduate Certificate in Education (Upper Primary)
  Aberystwyth University, 2008
• BA: Politics (International Relations) and Philosophy
  University of Reading, 1997

I am willing to supervise a PhD

2024

• E-pub ahead of print
  Wood, J. & Pitt, E., 20 Jun 2024, (E-pub ahead of print) In: Assessment and Evaluation in Higher Education.
  Research output: Contribution to journal › Article › peer-review
• Published
  Wood, J., 26 Jun 2024, EARLI SIG 1 Conference 2024.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 26 Jun 2024, EARLI Sig 1 Conference Barcelona.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 2024, In: Teaching in Higher Education. 23 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Wood, J., 20 Jun 2024, Assessment in Higher Education (AHE) 2024.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2023

• Published
  Wood, J., Jun 2023, In: Assessment and Evaluation in Higher Education. 48, 4, p. 464-484
  Research output: Contribution to journal › Article › peer-review
• Published
  Wood, J., 7 Nov 2023, Advance HE Assessment Symposium.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 23 Jun 2023, AHE Conference 2023.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 7 Nov 2023, Advance HE Assessment Symposium 2023 .
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2022

• Published
  Wood, J., 22 Jun 2022, AHE Conference 2022.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 23 Jun 2022, AHE Conference 2022.
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
• Published
  Wood, J., 12 Apr 2022, TiHE blog
  Research output: Other contribution

2021

• Published
  Wood, J., 3 Jan 2021, In: Assessment and Evaluation in Higher Education. 46, 8, p. 1173-1190 17 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Wood, J., 28 Apr 2021, In: Assessment and Evaluation in Higher Education. 47, 3, p. 327-346 19 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Wood, J. & Shaw, N., 6 Dec 2021.
  Research output: Contribution to conference › Paper › peer-review

2023

• Feedback is essential for supporting learning in higher education, but many students struggle to develop sustainable skills for seeking, engaging with, and using feedback effectively. Often, students do not access feedback or do not use it to improve their learning, even when formative assessment is available. Some researchers suggest that students need to develop ‘feedback literacy’ before learners can benefit from feedback. However, in this presentation, I will argue that feedback literacy and receptivity can emerge from deploying well-designed technology mediated feedback practices that involve dialogue, collaboration, and reflection. I will show how these practices can help students understand how to learn from feedback, what makes feedback useful, how to judge their own and others’ work, and how to plan and act on feedback. I will also explore how social and non-human factors can influence learners’ agency and engagement with feedback, both positively and negatively. Finally, I will discuss how technologies can enhance learners’ feedback skills and foster relationships and communities that support learning, and emotional well-being.

  11 Aug 2023

  Activity: Invited talk (Invited speaker)

• Liverpool Hope School of Education, Education Day

  Jan 2023

  Activity: Invited talk (Speaker)

2022

• Invited Panel Discussion for Assessment in Higher Education 2022

  18 Jun 2022

  Activity: Invited talk (Speaker)

• Blog post for Teaching in Higher Education Blog.

  12 Apr 2022

  Links:

  Activity: Types of Public engagement and outreach - Media article or participation (Contributor)

• In this panel I talked about how we can develop workload sustainable formative assessment practices by developing and working with learners' agency in the feedback process.

  2022

  Activity: Invited talk (Speaker)