Dr Peter Grainger | UniSC | University of the Sunshine Coast, Queensland, Australia

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Dr Peter Grainger

Senior Fellow Higher Education Academy, PhD Qld., MSocSc Qld., GC Advanced ISLPR Testing Griff., Diploma Teaching Japanese as a Foreign Language, National Japanese Language Research Institute (Kokken)., DipEd Qld.,  BA Griff.,

  • Senior Lecturer in Education (Educational Assessment, Applied Linguistics, Second Language Acquisition, Japanese Language)
  • School of Education and Tertiary Access
  • Senior Fellow, Higher Education Academy
+61 7 5456 5117
Office location
SD C.2.22
Sunshine Coast
Peter Grainger

Dr Peter Grainger is a Senior Lecturer in the School of Education and Tertiary Access and the School’s Higher Degree by Research (HDR) Coordinator. He is the Vice President of the Sunshine Coast Branch of the Modern Languages Teachers Association of Queensland (MLTAQ).


Professional Memberships 

Teachers of Australia Project and Transcultural and Indigenous Pedagogies Research Group

Modern Languages Teachers of Association of Queensland, Sunshine Coast Branch (Vice President) 



Senior Fellow Higher Education Academy


Professional Social Media


Dr Peter Grainger's research interests are focused on educational assessment, second language acquisition including Auslan, Japanese language, TESOL, intercultural competency and most recently, feedback literacy in doctoral education. He is the QTPA Trainer at UniSc and a member of the QTPA Consortium.

Research Grants

Grant/Project name


Funding body & A$ value


Focus (of research grant)

Auslan for preservice teachers

Grainger, Devi, Burtenshaw ($4000) 2022  


  New Colombo Plan Mobility Grant 2021 ($132000) 2021  

Improving assessment literacies through development of quality assessment rubrics and enhanced student outcomes in a trial based peer review process

Grainger, P.; Thomas, G.; Heck, D. Christie, M., McMaster, N.; Birch, D., Celli, M., Patzwald, D. CSALT, University of the Sunshine Coast (LTGS scheme) ($15000) 2018, 2019, 2020  

Embedding career self-management and employability into the Masters Teaching (Secondary) program to enhance graduate outcomes and future employability success

Heck, D.; Simon, S.; Grainger, P. Willis, A. USC Commissioned Grant ($15000) 2017  

Improving assessment literacies through development of quality assessment rubrics and enhanced student outcomes in a triad based peer review process.

Peter Grainger Learning and Teaching Grant ($15000) 2017  
Enhancing the reflective practice of first year law students using video recorded simulations in the USC moot court Kelly Burton, Peter Grainger USC Exploratory Grant (A$10,000) 2015  
Optimising P-3 Second Language Immersion Using the Accelerative Integrated Method Oj Ruggins and Peter Grainger Teaching and Learning Innovation Grant (A$20,000) 2015  
Developing a community of Language learners Peter Grainger USC Quickstart Engagement Grant (A$1000) 2014  
Is a HD really a HD? Meeting the TEQSA quality assurance benchmarking agenda through moderation processes and criteria sheets Peter Grainger University of the Sunshine Coast. Faculty Seed Grant 2013  
JCU Consensus moderation practices at JCU Peter Grainger (A$5000) 2012  
CQU The future of the BLM, investigating best practice in the Teaching School Model Peter Grainger (A$6000) 2006  
CQU Developing assessment and standards exemplars Peter Grainger (A$5500) 2005  

Research areas

  • educational assessment, particularly rubrics
  • feedback literacy in doctoral education
  • second language acquisition
  • intercultural competency
  • Japanese language teaching pedagogy

Teaching areas

  • EDU745 Teaching Junior Secondary Languages (Master of Teaching, Secondary)
  • EDU746 Teaching Senior Secondary Languages (Master of Teaching, Secondary)
  • EDU413 Teaching the Australian Curriculum: Languages
  • EDU378 Teaching Junior Secondary Languages (Undergraduate)
  • EDU379 Teaching Senior Secondary Languages (Undergraduate)
  • Grainger, P. and Weir, K. Editors. (2020) Assessing learning in higher education contexts using rubrics. Cambridge Scholars Publishing. Newcastle upon Tyne, UK. ISBN (10): 1-5275-4345-5; ISBN (13): 978-1-5275-4345-4 Grainger: Chapter 4
  • Heck, D.; Willis, A.; Simon, S.; Grainger, P. and Smith, K. (accepted for publication in October 2019). Becoming a teacher: Scaffolding post-practicum reflection in Enriching higher education students’ learning through post-work placement interventions. Springer
  • Grainger, P. Assessing Health and Physical Education (2019) in Teaching Health and Physical Education in the Primary Years of Schooling edited by McMaster N. Oxford University Press Australia and New Zealand
  • Grainger, P. Christie, M. and Carey, M. (2019). Assessing written communication using a Continua model of a GTMJ. Journal of University Teaching & Learning Practice. https://ro.uow.edu.au/jutlp/vol16/iss2/10
  • Schriever, V and Grainger, P. (2019). Mentoring an early career researcher: Insider perspectives from the mentee and mentor. Accepted by Reflective Practice in September 2019. DOI is: 10.1080/14623943.2019.1674272. and available at the following permanent link: http://dx.doi.org/10.1080/14623943.2019.1674272. Volume 20 Issue 6
  • Grainger, P. and Weir, K. Editors. (2019) Facilitating student learning and engagement in higher education through assessment rubrics. Cambridge Scholars Publishing.
  • Grainger, P;  Steffler,R., Sheepers, M., Thiele, C.; Dole,S. The DeLorean Project- Student negotiated learning, student agency and General Capabilities in the 21st century. Accepted for publication in the Australian Educational Researcher in October 2018 . DOI :10.1007/s13384-018-0287-6. https://rdcu.be/baHoi
  • Grainger, P. Heck, D. and Carey, M. (2018). Are assessment exemplars perceived to support self-regulated learning in teacher education?  Frontiers in Education, section Assessment, Testing and Applied Measurement, Vol. 3: 60 doi: 10.3389/feduc.2018.00060
  • Young, K. and Grainger, P. (accepted for publication in 2018). Attracting preservice teachers to remote locations. Australian Journal of Teacher Education
  • Grainger, P., Burton, K., Crimmins. (2017 online). Assuring the quality of curriculum, pedagogy and assessment across satellite campuses. The Journal of Further and Higher Education. The DOI of your paper is: 10.1080/0309877X.2017.1386286. Available at the following permanent link: http://dx.doi.org/10.1080/0309877X.2017.1386286.
  • Carey, M; Grainger, P. and Christie, M. (online 2017). Preparing preservice teachers to be data literate: A Queensland case study. Asia Pacific Journal of Teacher Education The DOI of your paper is: 10.1080/1359866X.2017.1402860. Available at the following permanent link: http://dx.doi.org/10.1080/1359866X.2017.1402860.
  • Visser, I; Chandler, L and Grainger, P. (2017). Engaging creativity: Fostering creative thinking in design education through assessment strategies. Art, Design & Communication in Higher Education special issue: Territories of Graphic Design Education . Volume 16 Number 1. doi: 10.1386/adch.16.1.53_1 . Available at http://www.ingentaconnect.com/contentone/intellect/adche/2017/00000016/00000001/art00005
  • Peter Grainger , Michael Christie , Glyn Thomas , Shelley Dole , Deborah Heck , Margaret Marshman & Michael Carey (2017) Improving the quality of assessment by using a community of practice to explore the optimal construction of assessment rubrics, Reflective Practice, 18:3, 410-422, DOI: 10.1080/14623943.2017.1295931. To link to this article: http://dx.doi.org/10.1080/14623943.2017.1295931
  • Grainger, P.; Heck, D. and Christie, M. (2017). Evaluating the efficacy of Masters coursework criteria sheets using a 10 question framework. Journal of Further and Higher Education DOI: 10.1080/0309877X.2017.1363384 available at: http://dx.doi.org/10.1080/0309877X.2017.1363384

ORCID ID: 0000-0001-8214-2595


Dr Peter Grainger has various projects which focus on Intercultural Capability. One project researches the mutual benefits of a two week Wider Field Experience for USC students in Peru and Cambodia, teaching in primary schools alongside primary teachers. The focus of the research is on the development of preservice teachers’ intercultural capability, and their ability to teach the Australian Curriculum’s General Capability of Intercultural Understanding upon graduation as a result of the WFE experiences. A second project researches the intercultural capability of practising school teachers; specifically, how they are teaching this mandate and what professional development they perceive is needed to fulfil this responsibility.

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