OOIR: Observatory of International Research

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 2020-05-01 to 2024-05-01.)

Article	Citations
The power of internal feedback: exploiting natural comparison processes	124
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching	99
What feedback literate teachers do: an empirically-derived competency framework	63
Formative assessment as practice: the role of students’ motivation	54
Assignment outsourcing: moving beyond contract cheating	53
Authentic feedback: supporting learners to engage in disciplinary feedback practices	47
The effectiveness of formative assessment: student views and staff reflections	46
Contract cheating in higher education: a systematic literature review and future research agenda	41
Student agency in feedback: beyond the individual	39
Student wellbeing and assessment in higher education: the balancing act	38
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	38
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses	37
Self-assessment is about more than self: the enabling role of feedback literacy	37
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	34
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions	31
‘Mess, stress and trauma’: students’ experiences of formal contract cheating processes	30
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	29
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	27
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning	27
Attitudes and understanding are only part of the story: self-control, age and self-imposed pressure predict plagiarism over and above perceptions of seriousness and understanding	27
Students cheat more often from those known to them: situation matters more than the individual	26
Does student agency benefit student learning? A systematic review of higher education research	26
A collaborative learning approach to dialogic peer feedback: a theoretical framework	26
An analysis of teamwork based on self and peer evaluation in higher education	26
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	25

A four-dimensional conceptual framework for student assessment literacy in holistic competency development	25
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	25
Developing student feedback literacy through self and peer assessment interventions	25
The student evaluation of teaching and likability: what the evaluations actually measure	25