Assessment & Evaluation in Higher Education

Article	Citations
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	92
Students’ evaluations of native and non-native teachers in higher education	80
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	71
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	58
What does it take to provide effective peer feedback?	58
Building and examining research capability in Australian health students: a mixed methods study	49
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	47
Factors associated with online examination cheating	42
Democratising assessment rubrics for international students	41
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	41
Conceptualisation of teaching excellence: an analysis of teaching excellence schemes	41
An empirical study of student action from ipsative design of feedback processes	41
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	41
Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design	39
Connecting students’ descriptions of classroom assessment in higher education with wellness	39
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	38
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests	36
Improving study admission through entry diagnostics using a validated subject-specific test	35
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	34
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	33
Beyond open book versus closed book: a taxonomy of restrictions in online examinations	30
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue	28
Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments	27
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	26
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	25

Developing interactive oral assessments to foster graduate attributes in higher education	24
A national student survey for the Italian higher education system	24
Exploring master’s students’ emotions and emotion-regulation in supervisory feedback situations: a vignette-based study	24
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	23
Feedback engagement as a multidimensional construct: a validation study	22
A mixed method approach to exploring feedback literacy through student self-reflection	22
Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education	22
Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result	21
Contract cheating: To legislate or not to legislate - is that the question?	21
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	19
Can students’ feedback literacy be improved? A scoping review of interventions	19
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	19
Assessment as a dilemmatic space in the GenAI age: mapping and unpacking university teachers’ conflicting priorities in assessment	19
The educational integrity enforcement pyramid: a new framework for challenging and responding to student cheating	19
Contradicting findings of gender bias in teaching evaluations: evidence from two experiments in Denmark	18
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	18
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	17
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	17
Development and evaluation of two interventions to improve students’ reflection on feedback	16
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	15
Improvement in the quality of feedback as an indication of the development of evaluative judgement	15
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	15
‘Feedbackpacking’ : mapping the journey towards independent L2 student feedback literacy	15
Supervisory feedback to postgraduate research students: a literature review	15
Using scaffolding strategies to improve formative assessment practice in higher education	14
Peer feedback that consistently supports learning to write and read: providing comments on meaning-level issues	14
The student evaluation of teaching and likability: what the evaluations actually measure	14
From authentic assessment to authenticity in assessment: broadening perspectives	14
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	14
Bibliometric analysis of assessment and evaluation in higher education: 2012–2023	14
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity	13
Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education	13
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	13
Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework	13
Does student agency benefit student learning? A systematic review of higher education research	13
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Cross-border higher education in Europe and the role of quality assurance agencies	12
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	12
Feedback cultures, histories and literacies: international postgraduate students’ experiences	12
The effects of gender and training on peer feedback characteristics	12
Feedback-seeking behaviour as a self-regulation strategy in higher education: a pedagogical approach	12
What feedback literate teachers do: an empirically-derived competency framework	12
Student perspectives on assessment: connections between self and society	12
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	12
Navigating feedback practices across learning contexts: implications for feedback literacy	11
Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach	11
Feedback practices in journal peer-review: a systematic literature review	11
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	11
The final examination of the UK PhD: fit for purpose?	11
Implementing assessment as learning in the L2 writing classroom: a Chinese case	11

A strategic framework for delivering ongoing feedback at scale	11
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	10
Assessment patterns in teacher education programmes: content analysis of course syllabi	10
Appearance, insults, allegations, blame and threats: an analysis of anonymous non-constructive student evaluation of teaching in Australia	10
What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership	10
Bounded innovation or agency drift? Developments in European higher education quality assurance	9
Student voice in assessment and feedback (2011–2022): a systematic review	9
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	9
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	9
Assessment design decisions in practice: Profile identification in approaches to assessment design	9
Exploring the process of evaluative judgement: the case of engineering students judging intercultural competence	9
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	9
Same grade for different reasons, different grades for the same reason?	9
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	9
Signature feedback practices in the creative arts: integrating feedback within the curriculum	9
Developing the relational in teacher feedback literacy: exploring feedback talk	9
Student contributions to quality assurance in higher education: a systematic literature review	9
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	8
Supporting peer evaluation of student-generated content: a study of three approaches	8
‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university	8
Understanding the place and value of GenAI feedback: a recognition-based framework	8
Are assessment accommodations cheating? A critical policy analysis	8
Empowering agency through learner-orchestrated self-generated feedback	8
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	8
Exploring the notion of teacher feedback literacies through the theory of practice architectures	8
Feedback practices in clinical placement: how students come to understand how they are progressing	7
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university	7
Students’ online evaluation of teaching and system continuance usage intention: new directions from a multidisciplinary perspective	7
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks	7
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	7
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	7
How does grade inflation affect student evaluation of teaching?	7
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	7
Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach	7
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	7
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	7
ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review	7
Authentic assessment: from panacea to criticality	6
How does assessment drive learning? A focus on students’ development of evaluative judgement	6
Towards a framework for designing and evaluating online assessments in business education	6
Making internal feedback explicit: harnessing the comparisons students make during two-stage exams	6
Supervisors’ untrained postgraduate rubric use for formative and summative purposes	6
Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course	6
Assessment cultures in higher education: reducing barriers and enabling change	6
When to conduct student evaluation of teaching surveys: before or after the final examination?	6
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work	6
Developing evaluative judgement for a time of generative artificial intelligence	6
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	6
How can learners practice evaluative judgement using qualitative self-assessment?	5
Assessment by engagement: building confidence and autonomy in the first year	5
Understanding Chinese English-major students’ intertextual competence and contributing factors	5
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	5
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	5
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Talking during a test?! Embracing mobile instant messaging during assessment	5
First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment	5
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives	5
Students’ use of evaluative judgement in an online peer learning community	5
Co-designing assessment tasks with students in tertiary education: a scoping review of the literature	5
Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study	5
Designing assessment for inclusion: an exploration of diverse students’ assessment experiences	5
Consideration of student evaluations of teaching (SET) and learning: perspectives of learning and teaching leaders through the ethical lens of “first, do no harm”	5
Students’ experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust	5
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	5
The influence of peer feed-back and peer feed-forward on international students’ L2 writing in China’s higher education	4
In search of valid non-cognitive student selection criteria	4
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	4
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	4
New frontiers in student evaluations of teaching: university efforts to design and test a new instrument for student feedback	4
Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results	4
Towards an ecological understanding of student emotions in feedback: a scoping review	4
Differential effect of university entrance scores on graduates’ performance: the case of degree completion on time in Portugal	4
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	4
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	4
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	4
Motivated reasoning and faculty interpretation of student evaluation research	4
Feedforward practices: a systematic review of the literature	4
More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment	4
Harnessing the potential of exemplars to facilitate learning: insights from translation training	4
The Impact of Timely Formative Feedback on University Student Motivation	4

How to improve the predictive validity of a composite admission score? A case study from Hungary	4
Learning as a peer assessor: evaluating peer-assessment strategies	4
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	4
Mark distribution is affected by the type of assignment but not by features of the marking scheme in a biomedical sciences department of a UK university	4
Designing the digital in authentic assessment: is it fit for purpose?	3
Assessors’ perspectives of an oral assessment within a teaching performance assessment	3
Flexible assessment: some benefits and costs for students and instructors	3
Designing assessment in a digital world: an organising framework	3
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	3
Who are faculty assessment leaders?	3
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	3
Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy	3
The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing	3
Developing student feedback literacy through self and peer assessment interventions	3
Noncognitive skills and critical thinking predict undergraduate academic performance	3
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	3
Toward understanding and quantifying halo in students’ evaluation of teaching	3
Exploring students’ feedback seeking behavior in the context of programmatic assessment	3
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	3
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data	3
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	3
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	3
Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity	3
Automated marking of longer computational questions in engineering subjects	3
One field too far?	3
The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions	3