Assessment & Evaluation in Higher Education

Article	Citations
Improvement in the quality of feedback as an indication of the development of evaluative judgement	109
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	98
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	81
Development and evaluation of two interventions to improve students’ reflection on feedback	59
Feedback engagement as a multidimensional construct: a validation study	52
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	51
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	51
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	48
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	47
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	46
The reliability of student evaluations of teaching	46
Supporting peer evaluation of student-generated content: a study of three approaches	41
The effects of gender and training on peer feedback characteristics	38
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	38
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	35
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	34
The final examination of the UK PhD: fit for purpose?	32
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	32
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	31
Empowering agency through learner-orchestrated self-generated feedback	31
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	30
Interventions and facilitators of oral assessment performance in higher education: a systematic review	28
Learning as a peer assessor: evaluating peer-assessment strategies	27
Towards an ecological understanding of student emotions in feedback: a scoping review	27
The Impact of Timely Formative Feedback on University Student Motivation	26

Designing assessment in a digital world: an organising framework	25
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	25
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	24
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	22
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Approaches to feedback on examination performance: research, policy, and practice	22
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	20
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	20
Noncognitive skills and critical thinking predict undergraduate academic performance	20
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	20
How does motivation influence students’ feedback seeking processes?	19
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	19
Approaches to written assignments -how students write, and instructors read	18
Using AI to generate formative feedback in doctoral education	18
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	18
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	17
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	17
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	17
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors	17
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	17
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	16
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	16
Student partnership in assessment in higher education: a systematic review	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	15
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	15
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	15
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education	15
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	15
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	15
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	15
The Westerveld framework for interprofessional feedback dialogues in health professions education	15
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	14
Developing a college student feedback literacy scale for the GenAI context	13
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	13
A systematic review on peer assessment: intrapersonal and interpersonal factors	13
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	13
Developing and validating a student feedback literacy scale	13
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	13
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	12
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	12
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	12
Towards a framework for designing and evaluating online assessments in business education	11
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	11
Understanding the place and value of GenAI feedback: a recognition-based framework	11
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	11

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

Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	4
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
A national student survey for the Italian higher education system	4
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
How does grade inflation affect student evaluation of teaching?	4
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	4
Same grade for different reasons, different grades for the same reason?	4
From authentic assessment to authenticity in assessment: broadening perspectives	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	4
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	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
What does it take to provide effective peer feedback?	4