Assessment & Evaluation in Higher Education

Papers
(The H4-Index of Assessment & Evaluation in Higher Education is 25. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-04-01 to 2025-04-01.)
ArticleCitations
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy92
Students’ evaluations of native and non-native teachers in higher education80
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence71
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment58
What does it take to provide effective peer feedback?58
Building and examining research capability in Australian health students: a mixed methods study49
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback47
Factors associated with online examination cheating42
An empirical study of student action from ipsative design of feedback processes41
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review41
Democratising assessment rubrics for international students41
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions41
Conceptualisation of teaching excellence: an analysis of teaching excellence schemes41
Connecting students’ descriptions of classroom assessment in higher education with wellness39
Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design39
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method38
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests36
Improving study admission through entry diagnostics using a validated subject-specific test35
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education34
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance33
Beyond open book versus closed book: a taxonomy of restrictions in online examinations30
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue28
Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments27
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy26
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education25
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