Dr Sarah Hack
About
Biography
I am the Director of the Foundation Year in Psychology programme having joined the School of Psychology in August 2020 to develop and teach on this new programme. Prior to joining the School of Psychology I worked at the Surrey Institute of Education (SIoE) where I taught on the Graduate Certificate in Learning and Teaching programme. I joined the SIoE after completing my PhD here in the School of Psychology, investigating decision making processes in A-level examiners. Previously, as the Research Officer on the 'Ability Grouping in Schools' project at the Institute of Education, University of London I researched the impact of ability grouping on secondary school students. I completed my MPhil in the Psychological Investigation of Intellectual Development at the University of Cambridge, where for my thesis I examined the relationship between performance on different forms of maths assessment – conventional assessment and more investigative, ‘open-ended’ tasks. I have previously taught on the BEd (Hons) and BA (Hons) in Education courses at the University of Cambridge. I have extensive teaching and examining experience of A-level Psychology within the FE sector. I am a Senior Fellow of the Higher Education Academy.
University roles and responsibilities
- Director of the Foundation Year in Psychology programme
- Co-convenor of SURGE (Surrey Reflections on Generative AI in Education) Community of Practice
- Member of the Artificial Intelligence Educational Innovation Operations (AIEIO) group
- Member of the Foundation Year Steering Group
News
In the media
ResearchResearch interests
Current research interests
My current focus is on practical ideas and activities that help to develop students' learning. Most recently I have been exploring the use of GenAI tools to support student learning. See 'Publications' tab for more information, and for my contributions to learning and teaching resources.
PhD research: Decision Making in Educational Assessment
How do examiners mark? An investigation of marking processes used in the assessment of extended written responses https://doi.org/10.15126/thesis.00853450
The over-arching aim of my PhD, a CASE studentship funded by the ESRC and the AQA exam Board, was to investigate the decision making processes involved in the marking of A-level Psychology questions. A-level Psychology is particularly interesting as it involves both short answer and longer written responses and less is known about the marking of these longer responses from a cognitive psychological perspective. Previous research identified five cognitive marking strategies used in the marking of GCSE Mathematics and Business Studies: matching, scanning, evaluating, scrutinising and no response (Suto & Greatorex (2008a, 2008b). However, less is known about the applicability of these strategies to the marking of higher level examination questions involving extended writing and the application of more complex mark schemes, so this was the starting point for the research. My research investigated how the use of strategies may differ in novice and experienced markers, and how the marking process changes over the course of the intensive three week examining period in which A-level examiners have to complete their allocation of approximately 200 exam scripts. In addition to collecting data during live marking, a particularly interesting component of the research was the use of eye-tracking equipment to investigate how examiners engage with both the written response and the mark scheme. The research led to the development of a model of marking which offers an explanation for differences in marking accuracy.
Suto, I., & Greatorex, J. (2008a). A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations. Assessment in Education: Principles, Policy & Practice, 15(1), 73–89. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09695940701876177
Suto, I., & Greatorex, J. (2008b). What goes through an examiner’s mind? Using verbal protocols to gain insights into the GCSE marking process. British Educational Research Journal, 34(2), 213–233. https://doi.org/10.1080/01411920701492050
Supervisors
Neil Stringer (AQA)
Research interests
Current research interests
My current focus is on practical ideas and activities that help to develop students' learning. Most recently I have been exploring the use of GenAI tools to support student learning. See 'Publications' tab for more information, and for my contributions to learning and teaching resources.
PhD research: Decision Making in Educational Assessment
How do examiners mark? An investigation of marking processes used in the assessment of extended written responses https://doi.org/10.15126/thesis.00853450
The over-arching aim of my PhD, a CASE studentship funded by the ESRC and the AQA exam Board, was to investigate the decision making processes involved in the marking of A-level Psychology questions. A-level Psychology is particularly interesting as it involves both short answer and longer written responses and less is known about the marking of these longer responses from a cognitive psychological perspective. Previous research identified five cognitive marking strategies used in the marking of GCSE Mathematics and Business Studies: matching, scanning, evaluating, scrutinising and no response (Suto & Greatorex (2008a, 2008b). However, less is known about the applicability of these strategies to the marking of higher level examination questions involving extended writing and the application of more complex mark schemes, so this was the starting point for the research. My research investigated how the use of strategies may differ in novice and experienced markers, and how the marking process changes over the course of the intensive three week examining period in which A-level examiners have to complete their allocation of approximately 200 exam scripts. In addition to collecting data during live marking, a particularly interesting component of the research was the use of eye-tracking equipment to investigate how examiners engage with both the written response and the mark scheme. The research led to the development of a model of marking which offers an explanation for differences in marking accuracy.
Suto, I., & Greatorex, J. (2008a). A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations. Assessment in Education: Principles, Policy & Practice, 15(1), 73–89. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09695940701876177
Suto, I., & Greatorex, J. (2008b). What goes through an examiner’s mind? Using verbal protocols to gain insights into the GCSE marking process. British Educational Research Journal, 34(2), 213–233. https://doi.org/10.1080/01411920701492050
Supervisors
Neil Stringer (AQA)
Teaching
I am the director of the Foundation Year in Psychology programme. I currently teach on the following modules:
- Thinking Psychologically (module convenor)
- Psychology in the Real World (module convenor)
- Issues in Social Research
I also work with the Widening Participation & Outreach team, running Psychology taster sessions for students from schools and sixth form colleges.
I have previously taught on the Graduate Certificate in Learning and Teaching within the Surrey Institute of Education.
I have also previously worked as an Academic Tutor within the School of Psychology and as a Graduate Teaching Assistant on the Cognitive Psychology and Research Methods module (PSY1017 / PSYM097).
Publications
Generative artificial intelligence (GenAI) tools (for example, ChatGPT) are a specific application of artificial intelligence which generate novel content in response to questions or instructions. Their use in education has generated diverse responses. Critics express concerns that they might discourage students from engaging in independent analysis, evaluation and problem-solving, and hinder the development of critical thinking skills (Farrokhnia et al., 2023). Another concern is the potential effect on the development of meaningful student-teacher and peer-to-peer interactions, important in fostering student belonging, and developing communication and social-emotional skills. Conversely, supporters see these tools as valuable resources providing instant access to tailored information, facilitating personalised learning experiences and promoting student engagement. They argue that rather than undermining higher-order skills like critical thinking and evaluative judgment, GenAI tools can enhance their development. Some propose they may even help address the ‘awarding gap’ (Fido and Wallace, 2023), with students using such tools as a ‘dialogic tutor’, to personalise learning and so develop their knowledge and understanding (Compton, 2023a). The presentation introduced the ‘I.D.E.As framework’ (Hack, 2023), a resource developed to help structure thinking and curate ideas regarding using GenAI tools in learning and teaching. The session explored ways in which GenAI tools may be used as a ‘force for good’, to enhance the student learning experience and support their individual learning development. Resources to ‘develop and empower’ students as independent learners were shared, providing an opportunity for attendees to reflect on how/whether they might be incorporated into their own learning and teaching contexts.
In higher education, students often face uncertainties in defining their academic and future pathways. Success requires not only academic skills but also resilience and a sense of belonging. Learning Development (LD) can address these evolving needs by combining academic skill-building with strategies that enhance personal resilience and wellbeing, ensuring inclusivity and equity in the student experience.Wellbeing, which is closely linked to resilience, improves when personal resources are expanded (Fredrickson, 2001; Roepke & Seligman, 2015). Practical strategies that integrate resilience and wellbeing into daily life empower students to manage challenges effectively (Leppin et al., 2014). Despite rising concerns about stress and mental health, many higher education curricula lack wellbeing-focused activities.This presentation introduces the ’59 Ways to Wellbeing’ resource, developed at the University of Surrey to address these gaps. Co-created with students, this calendar-style tool combines positive psychology and learning development strategies to promote resilience and wellbeing during two key academic periods: October, when students settle into university, and February, post-inter-semester break.The resource offers 59 accessible and inclusive strategies that blend resilience-building with academic skill development. By incorporating these practices into their routines, students can better navigate challenges, foster resourcefulness, and enhance their sense of belonging.The presentation showcases how educators can use this resource to design curricula and support systems tailored to students’ needs. Early evaluation findings highlight its impact on student wellbeing and resilience. Ultimately, this work seeks to inspire Learning Developers to create innovative, equity-driven resources and curricula that support both academic and personal development, empowering students to thrive in a rapidly changing educational landscape.
Additional publications
Keshishi, N., & Hack, S. (2023). Emotional Intelligence in the Digital Age: Harnessing AI for Students’ Inner Development. Journal of Perspectives in Applied Academic Practice, 11(3). https://doi.org/10.56433/jpaap.v11i3.579
Hack, S. (2023). Owl to Elephant: reflecting on my role. In T. Burns, J. Desire, J. Gordon, P. McDonald & S. Sinfield (Eds.), Say it with a Story. The #CreativeHE Annual 2022. National Teaching Repository. Educational resource. https://doi.org/10.25416/NTR.21806085.v3
Hack, S. & Keshishi, N. (2022) Embedding, but foregrounding academic skills development. Educational Developments, 23(3), 22-24.
Keshishi, N. & Hack, S. (2022). LEGO® SERIOUS PLAY® and reflection: its use during the academic writing process. In C. Nerantzi & A. James (Eds.), LEGO® for university learning: online, offline and elsewhere. https://doi.org/10.5281/zenodo.7421754.
Contributions to learning and teaching resources
'59 Ways to Wellbeing' calendar - co-produced with Psychology and Social Sciences FY colleagues and Psychology FY students. (Funded by the Fluor Global University Support Programme, supporting the design and development of initiatives for inclusive education practices.
- See October calendar.
Towards AI Literacy: 101+ Creative and Critical Practices, Perspectives and Purposes
- My contribution Ethnocentrism in Psychology - an introduction
'Pearl of Wisdom' - contribution to the ANTF 'Using GenAI in HE teaching, learning and assessment: Inclusive, ethical and sustainable innovation' resource.
Enhancing assessment comprehension with origami fortune tellers - contribution to the AdvanceHE 'Enhancing Assessment case studies: Understanding assessment' resource.
The I.D.E.As framework: a resource to help structure thinking about the use of (Gen)AI in learning & teaching. Available at:
- ALDinHE, LearnHigher (learning development resources)
- National Teaching Repository (educational resources)
101 Creative Ideas to Use AI in Education - collection of ideas for how how AI tools such as ChatGPT might be used in inventive ways for learning, teaching and scholarship.
100 Ideas for Active Learning - a practical handbook to inspire innovative educational experiences.
Teaching innovations: 60+ quick ideas to enhance your learning and teaching
- Assessment support - Using Padlet to enable peer-to-peer feedback
- Enhancing teaching - Gamifying the mundane.
Focus on...marking consistency (PDF).
Conference presentations
Hack, S., Keshishi, N., Williams, H. & Hamilton, L. (2025). ‘59 Ways to Wellbeing’: enhancing personal resilience in students. Oral presentation at the Association for Learning Development in Higher Education (ALDinHE) Annual Conference (13-17/6/2025), online & University of Greenwich.
Hack, S. (2024). Using Generative AI tools to support learning. Oral presentation at the Queen's University Artificial Intelligence conference (25/10/2024), Queen's University Belfast.
Hack, S. (2024). ChatGPT: a force for good? Using the I.D.E.As framework to ’develop and empower’ students. Oral presentation at the
Association for Learning Development in Higher Education (ALDinHE) Annual Conference (7-12/6/2024), online & University of Glasgow, University of Strathclyde, and Glasgow Caledonian University.
Hack, S. (2024). Mind the gap: the potential of GenAI tools to help level the academic playing field. Keynote speaker at the College of Health, Medicine and Life Sciences (CHMLS) Education Hub Symposium (11/03/2024), University of Brunel.
Hack. S. (2024). ChatGPT: a force for good? Can GenAI tools help level the academic playing field? Oral presentation at the University of East London Learning & Teaching Symposium (18/01/2024), University of East London.
Hack, S. & Keshishi, N. (2023). Applying Threshold Concepts in Interdisciplinary Subjects. Oral presentation at the Interdisciplinary Learning and Teaching Annual Conference (20/4/23), Anglia Ruskin University.
Hack, S., Winstone, N., Banks, A., & Stringer, N. (2019). Seeking to inform or to confirm? Using eye-tracking to investigate how examiners reach a marking decision. Oral presentation at the British Psychological Society (BPS) Psychology of Education Section Annual Conference (12-13/9/19), University of Manchester.
Hack, S., Winstone, N., Banks, A., & Stringer, N. (2018). “Oh dear god, this is very limited”: the role of evaluation in decision making in educational assessment. Oral presentation at the British Education Research Association (BERA) conference (11-13/9/18), University of Northumbria.
Presentations at University of Surrey events
May 2025. SIoE Learning & Teaching Showcase: Re-imagining assessment
- From Scaffold to Structure: Building Better Essays
April 2025. Surrey ExciTeS conference. Future-Ready Learning: AI, Inclusivity, Sustainability and Skills for Tomorrow
- In Dialogue with Generative AI: Creating Learning Opportunities Through Effective AI Prompting (with Dr Doris Dippold, Dr Stella Kamazia & Margarita Gonzalez Belda)
- ‘59 Ways to Wellbeing’: fostering resourcefulness and resilience (with Nayiri Keshishi, Dr Hazel Wallace-Williams & Laura Hamilton)
September 2024. SIoE Learning & Teaching Showcase: Gen AI 12 months on...
- Students as prompt writers: Insights from a targeted prompt writing intervention (with Dr Doris Dippold, Dr Stella Kamazia & Margarita Gonzalez Belda)
May 2024. SIoE Learning & Teaching Showcase Special: Fluor/Student Success Group (SSG) projects
- The ‘R&R’ project: developing resourcefulness and resilience in students (with Nayiri Keshishi, Dr Hazel Wallace-Williams & Laura Hamilton).
April 2024. Surrey ExciTeS conference. Learning and teaching at Surrey: Developing transferable skills and capabilities through the lens of the UN Sustainability Development Goals.
- Mind the gap: Can GenAI tools help level the academic playing field? Using the I.D.E.As framework to ‘develop and empower’ students.
- The 'R&R' project (with Nayiri Keshishi, Dr Hazel Wallace-Williams & Laura Hamilton).
September 2023. FHMS AwayDay: AI and Digitally enhanced Teaching and Learning
- ChatGPT: a force for good?
September 2023. SIoE Learning & Teaching Showcase: Learning and teaching with AI
- Let’s talk about ChatGPT - embracing AI within learning and teaching
April 2023. Surrey ExciTeS conference. Disrupting the digital: evolving teaching and learning practices in contemporary higher education
- ChatGPT - Friend or foe? Reflections on a ‘game-changing’ chatbot
May 2022. SIoE Learning & Teaching Showcase: Assessment support and feedback
- Demystifying assessment: the myth of 'spoon-feeding'
April 2022. Surrey ExciTeS conference. Ideas for changing times: Inspiring stories in higher education.
- Learning to learn: the need for learning needs
September 2021. FHMS AwayDay: The inclusive curriculum
- ‘Loading…Inclusive Assessment’
April 2021, Surrey ExciTeS: Playful learning in higher education
- Gamifying the mundane: three ideas for enlivening your classes
December 2020. SIoE Learning & Teaching Showcase: Online student engagement
- A few ideas for using Padlet
Older publications
Ireson, J., Hallam, S., Hack, S., Clark, H., & Plewis, I. (2002). Ability grouping in English secondary schools: Effects on Attainment in English, Mathematics and Science. Educational Research and Evaluation: An International Journal on Theory and Practice, 3611(March 2015), 37–41.
Ireson, J., Hallam, S., Mortimore, P., Hack, S., & Clark, H. (1999). Ability Grouping in Schools: An Analysis of Effects. Paper presented at the American Educational Research Association conference, Montreal, April 1999.
West, R., & Hack, S. (1991). Effect of cigarettes on memory search and subjective ratings. Pharmacology, Biochemistry and Behavior, 38(2), 281–286.
West, R., & Hack, S. (1991). Effects of Nicotine Cigarettes on Memory Search Rate. In F. Adlkofer & K. Thurau (Eds.), Effects of Nicotine on Biological Systems (pp. 547–557). Basel: Birkhäuser Basel.
West, R., Kemp, R., & Hack, S. (1990). Autoguide System Proving and Usability Trials. TRRL Report 181. Crowthorne, Transport Research Laboratory.