Dr Chetty is an educator and researcher in computer science education with a focus on assessment design, formative feedback, and the pedagogical implications of large language models (LLMs) in programming education. Her work examines how assessment practices can be adapted to promote fairness, authenticity, and academic integrity in increasingly AI-rich learning environments.
She leads Equality, Diversity and Inclusion (EDI) activity within the school, working to embed inclusive practice across teaching, assessment, and staff development. Her EDI role focuses on addressing barriers to participation, supporting equitable learning experiences, and fostering inclusive academic cultures within computing education.
Jacqueline’s research adopts design-based research methodologies and includes recent work on proctored and multi-stage assessments aimed at mitigating plagiarism while supporting genuine skill development. She has extensive experience teaching both undergraduate and post-graduate programming and is committed to evidence-informed practice that balances institutional constraints with meaningful, inclusive learning.
Her research interests include AI-supported feedback, assessment validity, inclusive assessment design, and equality-focused approaches to developing programming competence.