OOIR: Observatory of International Research

Papers

(The TQCC of Assessment & Evaluation in Higher Education is 10. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Improvement in the quality of feedback as an indication of the development of evaluative judgement	114
Feedback engagement as a multidimensional construct: a validation study	106
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	89
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	64
Development and evaluation of two interventions to improve students’ reflection on feedback	54
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	53
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	52
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	52
The reliability of student evaluations of teaching	50
Supporting peer evaluation of student-generated content: a study of three approaches	47
The effects of gender and training on peer feedback characteristics	41
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	41
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	40
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	40
The final examination of the UK PhD: fit for purpose?	38
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	35
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	34
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	33
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	32
Empowering agency through learner-orchestrated self-generated feedback	32
Interventions and facilitators of oral assessment performance in higher education: a systematic review	29
Towards an ecological understanding of student emotions in feedback: a scoping review	28
Learning as a peer assessor: evaluating peer-assessment strategies	28
The Impact of Timely Formative Feedback on University Student Motivation	27
Designing assessment in a digital world: an organising framework	26

Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	25
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	25
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	24
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	22
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
How does motivation influence students’ feedback seeking processes?	21
Approaches to feedback on examination performance: research, policy, and practice	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	20
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
Is continuous assessment inclusive? An analysis of factors influencing student grades	19
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	19
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	19
Approaches to written assignments -how students write, and instructors read	18
Using AI to generate formative feedback in doctoral education	18
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	18
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	18
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	17
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	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
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	16
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education	16
Student partnership in assessment in higher education: a systematic review	15
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	15
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	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	14
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	14
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	13
A systematic review on peer assessment: intrapersonal and interpersonal factors	13
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	13
Developing and validating a student feedback literacy scale	13
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	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	12
Understanding the place and value of GenAI feedback: a recognition-based framework	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	12
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	11
Assessment cultures in higher education: reducing barriers and enabling change	11
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	11
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	11
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	11
Towards a framework for designing and evaluating online assessments in business education	11

Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11
Authentic assessment: from panacea to criticality	11
Cross-border higher education in Europe and the role of quality assurance agencies	11
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	10
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	10
Flexible assessment: some benefits and costs for students and instructors	10
A critical review of the quality of research on quality culture in higher education ¹	10
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	10
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	10