Dr Kathryn Bartimote

BScAgr, MScAgr, GradDipEdStu, PhD, SFHEA
Senior Lecturer
Phone
+61 2 9351 4955
Fax
Building/Room
Education Building A35 /
The University of Sydney
Kathryn is a senior lecturer within the Sydney School of Education and Social Work. She teaches in the areas of educational leadership, educational psychology, and research methods; and supervises PhD students in the areas of assessment and educational psychology. Kathryn is research coordinator within the Centre for Educational Measurement and Assessment (CEMA), and is deputy chair/chair of two of the University of Sydney's human research ethics committees. She is an elected Member of the Executive Committee of the international Society for Learning Analytics Research (SoLAR) for 2023–2024. Her research focuses on the topics of motivation and choice, epistemic beliefs, student success, and theory in learning analytics.

Kathryn was previously Head Quality and Analytics within the Deputy Vice-Chancellor (Education) Portfolio, an institutional leadership role involving quality evaluation, analytics, and data governance. Before that she worked as an academic developer in the Institute for Teaching and Learning (ITL), and prior to that in the Faculty of Pharmacy. Kathryn's original academic appointment at the University was in the Faculty of Agriculture where she was involved in teaching, consulting, and researching in applied statistics and experimental design for seven years. Her PhD was on the relation between academics' epistemic beliefs and culture. She has studied in the fields of agricultural science, applied statistics methodology, higher education, and educational psychology.

Senior Fellow, Higher Education Academy
  • Member, European Association for Research on Learning & Instruction (EARLI)
  • Member, American Psychological Association (Educational Division)
  • Member, Society for Research into Higher Education
  • Member, Society for Learning Analytics Research
  • Executive Committee Member, Higher Education Research & Development Society of Australasia (HERDSA), 2007-2009
  • Treasurer, HERDSA, 2007-2009.
Book chapters
  • Bartimote, K., Pardo, A., Reimann, P. (2019). "The perspective realism brings to learning analytics in the classroom." In J.M. Lodge, J. Cooney Horvath, L.Corrin (Eds.), Learning analytics in the classroom: Translating learning analytics research for teachers, (pp. 22-41). London: Routledge. [More Information]
  • Liu, D., Bartimote, K., Pardo, A., Bridgeman, A. (2017). "Data-driven personalisation of student learning support in higher education." In Alejandro Pena-Ayala (Ed.), Learning analytics: fundaments, applications and trends: a view of the current state of the art to enhance e-Learning, (pp. 143-169). Cham: Springer. [More Information]
  • Bartimote, K., Brew, A., Ainley, M. (2010). University teachers engaged in critical self-regulation: How may they influence their students? In Anastasia Efklides, Plousia Misailidi (Eds.), Trends and Prospects in Metacognition Research, (pp. 427-444). New York: Springer.

Selected journal articles
  • Pardo, A., Bartimote, K., Buckingham-Shum, S., Dawson, S., Gao, J., Gasevic, D., Leichtweis, S., Liu, D., Martinez Maldonado, R., Mirriahi, N., et al (2018). "OnTask: Delivering data-informed, personalized learning support actions." Journal of Learning Analytics, 5(3), 235-249. [More Information]
  • Lucas, C., Bosnic-Anticevich, S., Schneider, C., Bartimote, K., McEntee, M., Smith, L. (2017). "Inter-rater reliability of a reflective rubric to assess pharmacy students' reflective thinking." Currents in Pharmacy Teaching and Learning, 9(6), 989-995. [More Information]
  • Bartimote, K., Bridgeman, A., Walker, R., Sharma, M., Smith, L. (2016). "The study, evaluation, and improvement of university student self-efficacy." Studies in Higher Education, 41(11), 1918-1942. [More Information]
  • Bartimote, K., Thomson, P. (2011). "The analysis of ordinal time-series data via a transition (Markov) model." Journal of Applied Statistics, 38(9), 1883-1897. [More Information]

Selected conference presentations
  • Bartimote, K., Smith, L., Thomson, P., Watt, H. (2020). "Exploring the fidelity of motivation constructs within a large, diverse university student sample." EARLI International Conference on Motivation (ICM), Dresden, Germany 3-6 September 2020.
  • Bartimote, K., Thomson, P. (2019). "Academics' epistemic stances and formative cultures." 2019 European Association for Research on Learning and Instruction (EARLI), Aachen, Germany. 12-16 August 2019.
  • Maton, K., Howard, S., Doran, Y., Nothman, J., Bartimote, K., Liu, D., Tognolini, J., Yacef, K., Munguia, P. (2019). "Exploring the power of using theory to develop learning analytics." Australian Learning Analytics Summer Institute (ALASI), University of Wollongong, Australia. 28-29 November 2019.
  • Bartimote, K., Coleman, R., Napier, C., Heath, J., Fulcher, D. (2019). "Learning analytics in the higher-degree research setting - what's possible?" Australian Learning Analytics Summer Institute (ALASI), University of Wollongong, Australia. 28-29 November 2019.
  • Senthil, P., Carayannopoulos, G., Napier, C., Bartimote, K., Coleman, R. (2018). "A predictive model for higher degree by research (HDR) candidatures – mining enterprise data for actionable insights." 13th Biennial Quality in Postgraduate Research (QPR) Conference, Adelaide, South Australia. 17-19 April 2018.
  • Bartimote, K., Walker, R., Smith, L., Thomson, P. (2018). "An exploration of university student motivation in relation to context and achievement." 126th annual American Psychological Association (APA) convention, San Francisco, United States. 9-12 August 2018.
  • Buckingham-Shum, S., Bartimote, K., Kovanovic, V., Pracy, M. (2018). "Educational data scientists: a (less) scarce breed?" 2018 Australian Learning Analytics Summer Institute (ALASI), Monash University, Australia. 24-25 November.
Understanding and facilitating learning in emerging knowledge co-creation spaces.

Scaling the provision of personalised learning support actions for large student cohorts.
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