Thompson, J., Grantham, H., & Houston, D. (2015). Paramedic capstone education model: Building work ready graduates. Australasian Journal of Paramedicine, 12(3), 1-8. https://doi.org/10.33151/ajp.12.3.15

Thompson, J., Houston, D., & Dansie, K. (2017). Teaching students to think like a paramedic: Improving professional judgement through assessment conversations. Australasian Journal of Paramedicine, 14(4),1-5. https://doi.org/10.33151/ajp.14.4.543 

Thompson, J., Houston, D., Dansie, K., Rayner, T., Pointon, T., Pope, S., Cayetano, A., Mitchell, B., & Grantham, H. (2016). Student & tutor consensus: a partnership in assessment for learning. Assessment & Evaluation in Higher Education,42(6), 942-952. https://doi.org/10.1080/02602938.2016.1211988 

Thompson, J., Couzner, L. & Houston, D., (2020). Assessment partnerships from the start: Building reflective practice as a beginning paramedic student competency. Australasian Journal of Paramedicine, 17(1),1-8. https://doi.org/10.33151/ajp.17.750 

Thompson, J., & Houston, D. (2020). Programmatic Assessment Condensed: Introducing Progress Testing Approaches to a Single Semester Paramedic Subject. Journal of University Teaching and Learning Practice, 17(3), 1-16. 

Houston, D., & Thompson, J. (2017a). A bridge to ‘being’ a practitioner: the role of pedagogical practice-in-context knowledge in the design, delivery and experience of a capstone subject. Publications, Conference Proceedings, Research and Development in Higher education: Curriculum Transformation, 40, 175-185. Higher Education Research and Development Society of Australasia, Sydney, Australia 

Houston, D., & Thompson, J. (2017b). Blending Formative and Summative Assessment in a Capstone Subject: ‘It’s not your tools, it’s how you use them’. Journal of University Teaching & Learning Practice, 14(3), 2.