Assessment & Evaluation in Higher Education

Article	Citations
Improvement in the quality of feedback as an indication of the development of evaluative judgement	105
Feedback engagement as a multidimensional construct: a validation study	92
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	74
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	56
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	55
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	51
Development and evaluation of two interventions to improve students’ reflection on feedback	50
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	47
The reliability of student evaluations of teaching	47
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	45
Supporting peer evaluation of student-generated content: a study of three approaches	44
The final examination of the UK PhD: fit for purpose?	43
A strategic framework for delivering ongoing feedback at scale	41
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	37
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	35
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	35
The effects of gender and training on peer feedback characteristics	32
Empowering agency through learner-orchestrated self-generated feedback	32
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	30
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	29
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	28
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	28
Interventions and facilitators of oral assessment performance in higher education: a systematic review	28
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	26
The Impact of Timely Formative Feedback on University Student Motivation	25

Towards an ecological understanding of student emotions in feedback: a scoping review	25
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	24
Designing assessment in a digital world: an organising framework	24
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	24
Learning as a peer assessor: evaluating peer-assessment strategies	23
Approaches to feedback on examination performance: research, policy, and practice	22
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
How does motivation influence students’ feedback seeking processes?	21
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Noncognitive skills and critical thinking predict undergraduate academic performance	21
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	20
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	20
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	20
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	19
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	19
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors	18
Approaches to written assignments -how students write, and instructors read	18
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	17
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	17
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	17
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education	16
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	16
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	16
The Westerveld framework for interprofessional feedback dialogues in health professions education	16
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	16
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	15
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	15
Developing a college student feedback literacy scale for the GenAI context	15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	15
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	15
A systematic review on peer assessment: intrapersonal and interpersonal factors	15
Developing and validating a student feedback literacy scale	14
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
Student partnership in assessment in higher education: a systematic review	14
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	13
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	13
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	13
Towards a framework for designing and evaluating online assessments in business education	12
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	12
Student perspectives on assessment: connections between self and society	12
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	12
Authentic assessment: from panacea to criticality	12
Assessment cultures in higher education: reducing barriers and enabling change	12
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12

An empirical study of peer feedback in translation didactics: quality, response and student perceptions	11
Flexible assessment: some benefits and costs for students and instructors	11
Cross-border higher education in Europe and the role of quality assurance agencies	11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11
Understanding the place and value of GenAI feedback: a recognition-based framework	11
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	11
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	11
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
Balancing pedagogical innovation with psychological safety?	10
A critical review of the quality of research on quality culture in higher education 1	10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	10
Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback	10
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	10
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	10
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	10
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	9
Self-assessment design in a digital world: centring student agency	9
Dialogism in feedback literacies: a critical review	9
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	9
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	8
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	8
Feedback encounters in doctoral supervision: the role of generative AI chatbots	8
Assessing the sequencing of learning objectives in a study program using evidence-based practice	8
Playing by the many rules: taught masters and their assessment regulations	8
Does perception mean learning? Insights from an online peer feedback setting	8
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	8
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	8
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	8
Assessment planning at the program-level: a higher education policy review in Australia	8
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	8
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning	8
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity	7
Feedback practices in journal peer-review: a systematic literature review	7
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	7
Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity	7
Does student agency benefit student learning? A systematic review of higher education research	7
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	7
Consistency in providing peer feedback: the role of individual and situational factors	7
Student contributions to quality assurance in higher education: a systematic literature review	7
Developing evaluative judgement for a time of generative artificial intelligence	7
Bounded innovation or agency drift? Developments in European higher education quality assurance	7
Self-assessment is about more than self: the enabling role of feedback literacy	7
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	7
Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy	7
Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course	7
Are assessment accommodations cheating? A critical policy analysis	7
Connecting students’ descriptions of classroom assessment in higher education with wellness	7
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	6
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	6
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	6
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	6
Learner experience in artificial intelligence-scaffolded argumentation	6
A four-dimensional framework for teacher assessment literacy in holistic competencies	6
The role of digital technology in authentic assessment: perspectives of university educators	6
Measuring what learners do in feedback: the feedback literacy behaviour scale	6
Developing digital creativity through authentic assessment	6
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	6
A review of the changes in higher education assessment and grading policy during covid-19	6
Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study	6
Motivated reasoning and faculty interpretation of student evaluation research	6
How can learners practice evaluative judgement using qualitative self-assessment?	6
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	6
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	6
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	6
Performing teacher feedback literacy in peer mentoring meetings	6
Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject	6
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	5
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	5
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	5
A practical approach to overcoming biases in comparing student performance in higher education	5
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	5
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	5
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	5
Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice	5
Mathematics self-concept and response pattern in higher education examinations: differences between genders	5
Ten years of editing Assessment and Evaluation in Higher Education	5
Self-Positions in student teachers’ perceptions of assessment	5
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	5
Improving study admission through entry diagnostics using a validated subject-specific test	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4

‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	4
From authentic assessment to authenticity in assessment: broadening perspectives	4
What does it take to provide effective peer feedback?	4
A national student survey for the Italian higher education system	4
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	4
Factors associated with online examination cheating	4
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	4
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	4
How does grade inflation affect student evaluation of teaching?	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
Contract cheating: To legislate or not to legislate - is that the question?	4
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	4
Supervisory feedback to postgraduate research students: a literature review	4
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	4
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	4