Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of one of the submissions, please email the designated editorial contact below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service. Why not try something new today?
| No. | Type | Title and abstract | Editorial contact |
| 1907 | Opinion piece | Pedagogical Multi-Factor Assessment (P‑MFA) for the age of generative AI The rapid diffusion of generative AI has destabilised the traditional evidentiary foundations of educational assessment by weakening the inferential link between student-produced artefacts and underlying learning. When high-quality essays can be generated on demand, single-artefact grading models risk misalignment between intended learning outcomes, actual learning processes and evaluative judgments. This paper advances Pedagogical Multi-Factor Assessment (P-MFA) as a theoretical and practical framework for restoring assessment validity in the generative-AI era. Drawing on constructive alignment and the diagnosis of evaluative misalignment, P-MFA conceptualises grading as an act of epistemic alignment sustained through evidentiary triangulation. Instead of relying on a single output, learning claims are supported through multiple complementary factors: knowledge, outputs, application, process continuity, self-evaluation and situated understanding. P-MFA reframes assessment from a control-oriented practice toward a human-centred, alignment-driven system in which learning, evidence and evaluation remain in continuous dialogue. The paper elaborates the theoretical foundations of P-MFA and proposes design principles for implementing multi-factor assessment architectures that are resilient to technological disruption. | Vic Boyd: Victoria.Boyd@cityofglasgowcollege.ac.uk |
| 1924 | Case study | Understanding the role of academic self-efficacy and our non-traditional tertiary students Non-traditional students (NTS) are a vital component of the tertiary environment and understanding how their learning experiences are shaped by academic self-efficacy (ASE) is an important area of inquiry. There is substantial research examining the role of self-efficacy on teacher and support staff performance and personal professional development, including key related studies that have been undertaken within the Aotearoa New Zealand context (Percy, 2017). Little is known however on teacher and learning support staff (LSS) understandings of the relationship between ASE and the NTS. The aim of this study was to investigate teachers’ and LSS understandings of ASE in the NTS learning experience, and to explore how ASE is supported in day-to-day practice. Three key findings were identified. First, participants have a developed understanding of ASE and the NTS. Second, ASE is a catalyst for transformational learning in NTS. Finally, ASE in NTSs was supported through relationship-based, reflective practice. | Vic Boyd: Victoria.Boyd@cityofglasgowcollege.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper titles or abstracts above.
We look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education