Rate My Professor Shelley Gillis

Gillis's research interests include vocational education and training, qualifications comparability, senior secondary education, higher education and migration, primary school achievement, educational inequality, transitions to university, PISA data usage in policy, nursing competencies, scoring rubrics for clinical performance, and graded assessment principles. She has contributed to significant projects such as 'Developing students' life and career skills for successful workplace entry,' 'Vocational teachers in school settings: career pathways and motivations,' 'Expectations and Destinations of NSW Senior Secondary Students,' and 'Victorian Aspirant Principal Assessment Process.' Her key publications feature 'Rubrics and formative assessment in K-12 education: A scoping review of literature' (English, Robertson, Gillis, & Graham, 2022), 'PISA data: Raising concerns with its use in policy settings' (Gillis, Polesel, & Wu, 2016), 'Standards-referenced assessment for vocational education and training in schools' (Griffin, Gillis, & Calvitto, 2007), 'Educational inequality and transitions to university in Australia: Aspirations, agency and constraints' (Polesel, Leahy, & Gillis, 2018), 'Assessing in VET: Issues of Reliability and Validity' (Gillis & Bateman, 1999), and 'Principles underpinning graded assessment in VET: A critique of prevailing perceptions' (Gillis & Griffin, 2005). With over 226 citations, her work has shaped assessment methodologies and policy discourse in education.