Dennis is a test and scale developer, program evaluator, curriculum designer, and applied statistician. His area of interest revolves around Assessment for Learning (AfL) particularly in supporting teachers to make highly contextualised, consistent, fair and trustworthy assessment decisions to effectively support student learning. He has been involved in a number of international and national research projects. He also researches on a broad range of topics including student IT experiences, blended and online learning, standards-based assessment, and learning analytics to help inform curriculum design, professional development and policy. He has received various scholarships from the Philippines and Australian governments and a public diplomacy scholarship from the Ministry of Foreign Affairs of Korea. He was a former Dean of Education of the University of Southeastern Philippines before joining UNSW.
Publications
Book Chapters
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Mirriahi N; Alonzo D; McIntyre S; Kligte G; Fox B, 2016, 'Blended learning innovations: Leadership and change in one Australian institution', in Learning and Teaching in Higher Education, Sage, Los Angeles, pp. 293 - 307
2016
Vigentini L; McIntyre S; Mirriahi N; Alonzo D, 2016, 'Mining Learning Sequences in MOOCs: Does course design constrain students behaviours or do students shape their own learning?', in ElAtia S; Zaïane O; Ipperciel D (ed.), Data Mining and Learning Analytics in Educational Research, Wiley and Blackwell, pp. 175 - 206, http://au.wiley.com/WileyCDA/WileyTitle/productCd-1118998235.html
2016
Vigentini L; McIntyre S; Mirriahi N; Alonzo D, 2016, 'Mining learning sequences in MOOCs: Does course design constrain students' behaviors or do students shape their own learning?', in Data Mining And Learning Analytics: Applications in Educational Research, pp. 173 - 205, http://dx.doi.org/10.1002/9781118998205.ch11
2016
Journal articles
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Alonzo D; Mirriahi N; Davison C, 2019, 'The standards for academics’ standards-based assessment practices', Assessment and Evaluation in Higher Education, vol. 44, pp. 636 - 652, http://dx.doi.org/10.1080/02602938.2018.1521373
2019
Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, vol. 44, pp. 18 - 30, http://dx.doi.org/10.14221/ajte.2019v44n7.2
2019
Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, vol. 40, pp. 55 - 70, http://dx.doi.org/10.7459/ept/40.2.04
2018
Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, vol. 40, pp. 55 - 70,
2018
Mirriahi N; Alonzo D, 2015, 'Shedding Light on Students’ Technology Preferences: Implications for Academic Development', Journal of University Teaching & Learning Practice, vol. 12, pp. 1 - 14, http://ro.uow.edu.au/jutlp/vol12/iss1/6/
2015
Mirriahi N; Alonzo D; Fox , 2015, 'A blended learning framework for curriculum design and professional development', Research in Learning Technology, vol. 23, http://dx.doi.org/10.3402/rlt.v23.28451
2015
Mirriahi N; Alonzo D; McIntyre SD; Kligyte G; Fox B, 2015, 'Blended Learning Innovations: Leadership and Change in One Institution', International Journal of Education and Development using ICT (IJEDICT), vol. 11, pp. 4 - 16, http://ijedict.dec.uwi.edu/viewissue.php?id=41
2015