Assessment & Evaluation in Higher Education

Article	Citations
Improvement in the quality of feedback as an indication of the development of evaluative judgement	94
Feedback engagement as a multidimensional construct: a validation study	80
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	54
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	51
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	48
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	48
Development and evaluation of two interventions to improve students’ reflection on feedback	48
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	45
Supporting peer evaluation of student-generated content: a study of three approaches	44
Empowering agency through learner-orchestrated self-generated feedback	44
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	44
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	43
The effects of gender and training on peer feedback characteristics	36
The final examination of the UK PhD: fit for purpose?	35
A strategic framework for delivering ongoing feedback at scale	34
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	34
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	31
Towards an ecological understanding of student emotions in feedback: a scoping review	28
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	27
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	27
Learning as a peer assessor: evaluating peer-assessment strategies	26
The Impact of Timely Formative Feedback on University Student Motivation	26
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	26
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	26

The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	25
Designing assessment in a digital world: an organising framework	25
Approaches to feedback on examination performance: research, policy, and practice	24
Interventions and facilitators of oral assessment performance in higher education: a systematic review	24
Is continuous assessment inclusive? An analysis of factors influencing student grades	24
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	23
Noncognitive skills and critical thinking predict undergraduate academic performance	23
Exploring students’ feedback seeking behavior in the context of programmatic assessment	22
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	22
How does motivation influence students’ feedback seeking processes?	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	20
Approaches to written assignments -how students write, and instructors read	20
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	20
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	20
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	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	19
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	18
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	18
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	18
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	18
Student partnership in assessment in higher education: a systematic review	17
Developing a college student feedback literacy scale for the GenAI context	17
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education	16
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	16
The Westerveld framework for interprofessional feedback dialogues in health professions education	16
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	16
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	16
The language of assessment: identifying challenging terminology for students and exploring implications for practice	16
Developing and validating a student feedback literacy scale	15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	15
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	15
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	15
A systematic review on peer assessment: intrapersonal and interpersonal factors	15
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	15
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	13
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	13
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	13
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13
Student perspectives on assessment: connections between self and society	13
Authentic assessment: from panacea to criticality	12
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	12
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	12
Cross-border higher education in Europe and the role of quality assurance agencies	12
Understanding the place and value of GenAI feedback: a recognition-based framework	12
Towards a framework for designing and evaluating online assessments in business education	12

Assessment cultures in higher education: reducing barriers and enabling change	11
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	11
A critical review of the quality of research on quality culture in higher education 1	11
Developing the relational in teacher feedback literacy: exploring feedback talk	11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11
Self-assessment design in a digital world: centring student agency	11
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	11
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	11
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	11
Flexible assessment: some benefits and costs for students and instructors	11
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	10
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	10
Balancing pedagogical innovation with psychological safety?	10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	10
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	10
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	10
Dialogism in feedback literacies: a critical review	9
Assessment planning at the program-level: a higher education policy review in Australia	9
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	9
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	9
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	9
Does perception mean learning? Insights from an online peer feedback setting	9
Playing by the many rules: taught masters and their assessment regulations	9
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	9
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning	8
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	8
Connecting students’ descriptions of classroom assessment in higher education with wellness	8
Assessing the sequencing of learning objectives in a study program using evidence-based practice	8
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	8
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity	8
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	8
Feedback encounters in doctoral supervision: the role of generative AI chatbots	8
Self-assessment is about more than self: the enabling role of feedback literacy	8
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue	8
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	8
Assessment design decisions in practice: Profile identification in approaches to assessment design	7
‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university	7
Student contributions to quality assurance in higher education: a systematic literature review	7
Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course	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
Does student agency benefit student learning? A systematic review of higher education research	7
Feedback practices in journal peer-review: a systematic literature review	6
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	6
How can learners practice evaluative judgement using qualitative self-assessment?	6
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	6
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	6
Developing digital creativity through authentic assessment	6
Developing evaluative judgement for a time of generative artificial intelligence	6
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	6
Measuring what learners do in feedback: the feedback literacy behaviour scale	6
Learner experience in artificial intelligence-scaffolded argumentation	6
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	6
A review of the changes in higher education assessment and grading policy during covid-19	6
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	6
Bounded innovation or agency drift? Developments in European higher education quality assurance	6
Motivated reasoning and faculty interpretation of student evaluation research	6
Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity	6
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	6
Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject	6
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	5
What does it take to provide effective peer feedback?	5
A national student survey for the Italian higher education system	5
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	5
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	5
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	5
Ten years of editing Assessment and Evaluation in Higher Education	5
Self-Positions in student teachers’ perceptions of assessment	5
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	5
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	5
Student satisfaction with use of an online peer feedback system	5
Mathematics self-concept and response pattern in higher education examinations: differences between genders	5
Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study	5
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	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
Investigating student preparedness for holistic competency assessment: insights from the Hong Kong context	5
A four-dimensional framework for teacher assessment literacy in holistic competencies	5
A practical approach to overcoming biases in comparing student performance in higher education	5

Performing teacher feedback literacy in peer mentoring meetings	5
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	4
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	4
Supervisory feedback to postgraduate research students: a literature review	4
Factors associated with online examination cheating	4
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	4
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	4
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
Improving study admission through entry diagnostics using a validated subject-specific test	4
First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment	4
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
Contract cheating: To legislate or not to legislate - is that the question?	4
From authentic assessment to authenticity in assessment: broadening perspectives	4
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	4
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	4
How does grade inflation affect student evaluation of teaching?	4