Projects per year
Personal profile
Research interests
Natalie is a member of the Bond University Office of Learning and Teaching. She supports academics in developing effective, high-quality curricula, and assurance of learning. Natalie's research focuses on the academic attainment of assessment literacy, authentic assessment, constructive alignment, thresholds and standards, and leading change processes in higher education. Her prior research investigated the assessment of cognitive and transferable skills such as critical thinking, problem-solving, communication and lifelong learning.
Education/Academic qualification
Education, Doctor of Philosophy, Changing assessment practices in higher education: Assessment literacy, culture and significant social interactions , Monash University
Award Date: 8 Dec 2022
Education, Master's Degree, Concept Maps for Creative Development, Queen's University Kingston
Award Date: 1 Jul 2014
Workplace Training and Assessment, Certificate IV, Training Accreditation Council of Western Australia
Award Date: 1 Dec 2001
Education, Graduate Diploma, Edith Cowan University
Award Date: 1 Dec 1998
Media Communications, Bachelor of Arts, Edith Cowan University
Award Date: 1 Dec 1991
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Collaborations and top research areas from the last five years
Recent external collaboration on country/territory level. Dive into details by clicking on the dots or
Projects
- 1 Finished
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Assessment cultures in higher education: reducing barriers and enabling change
Simper, N., Mårtensson, K., Berry, A. & Maynard, N., 6 Oct 2022, In: Assessment and Evaluation in Higher Education. 47, 7, p. 1016–1029 14 p.Research output: Contribution to journal › Article › Research › peer-review
Open AccessFile3 Citations (Scopus)25 Downloads (Pure) -
Employing a digitised curriculum management system to address the risks of contract cheating through continuous course improvement
Miles, C., Malczewska-Webb, B. & Simper, N., Jun 2022, p. 19.Research output: Contribution to conference › Abstract › Research › peer-review
Open Access -
Informal academic networks and the value of significant social interactions in supporting quality assessment practices
Simper, N., Maynard, N. & Mårtensson, K., 6 Jun 2022, In: Higher Education Research and Development. 41, 4, p. 1277-1293 17 p.Research output: Contribution to journal › Article › Research › peer-review
Open AccessFile1 Citation (Scopus)19 Downloads (Pure) -
Leveraging curriculum data using business intelligence to promote constructive alignment and continuous improvement at an Australian university
Simper, N., Malczewska-Webb, B. & Miles, C., Jun 2022, p. 36.Research output: Contribution to conference › Poster › Research › peer-review
Open Access -
Assessment thresholds for academic staff: constructive alignment and differentiation of standards
Simper, N., 2020, In: Assessment and Evaluation in Higher Education. 45, 7, p. 1016-1030 15 p.Research output: Contribution to journal › Article › Research › peer-review
Open AccessFile8 Citations (Scopus)90 Downloads (Pure)
Activities
- 1 Oral presentation
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Curriculum analytics and constructive alignment at an Australian university: A case study
Natalie Simper (Speaker) & Beata Webb (Speaker)
24 Aug 2022Activity: Talk or presentation › Oral presentation
Press/Media
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Learning Outcomes Assessment and Program Improvement at Queen’s University
10/11/17 → 1/11/18
4 items of Media coverage
Press/Media: Research