I joined Cambridge University Press and Assessment in January 2025 after completing my PhD in Education at the University of Cambridge. My PhD project explored the feedback (mediation) design, classroom interventions and learner perceptions of the hybrid computerised dynamic assessment (hybrid C-DA) model. This innovative assessment approach provides graduated feedback tailored to learners’ Zone of Proximal Development (ZPD) during assessment to simultaneously diagnose and promote their developmental potential in higher-order thinking skills (e.g., inferential reading in a second language). Prior to my PhD, I was a university lecturer in English/Applied Linguistics with experience in teaching, research, and assessment.
Passionate about research, I have disseminated my findings through various channels, including journal articles, book chapters, conference presentations, and talks. My general research interests lie in the interaction between teaching, learning, assessment, and curriculum, with a particular focus on sociocultural theory of learning, educational assessment, and technology-enhanced language learning. I am currently working on several research projects related to education and curriculum.
Outside of work, I enjoy reading, kayaking, visiting museums and exploring different types of coffee (I feel completely myself when holding a coffee cup).