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 2020-04-01 to 2024-04-01.)

Article	Citations
The power of internal feedback: exploiting natural comparison processes	117
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching	95
What feedback literate teachers do: an empirically-derived competency framework	57
Assignment outsourcing: moving beyond contract cheating	53
Formative assessment as practice: the role of students’ motivation	53
Authentic feedback: supporting learners to engage in disciplinary feedback practices	45
The effectiveness of formative assessment: student views and staff reflections	44
Contract cheating in higher education: a systematic literature review and future research agenda	40
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	37
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses	37
Student wellbeing and assessment in higher education: the balancing act	37
Student agency in feedback: beyond the individual	36
Self-assessment is about more than self: the enabling role of feedback literacy	35
Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions	33
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	32
Educators’ perceptions of responsibility-sharing in feedback processes	30
‘Mess, stress and trauma’: students’ experiences of formal contract cheating processes	30
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions	28
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	28
Attitudes and understanding are only part of the story: self-control, age and self-imposed pressure predict plagiarism over and above perceptions of seriousness and understanding	26
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	26
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning	26
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	25
An analysis of teamwork based on self and peer evaluation in higher education	25
Students cheat more often from those known to them: situation matters more than the individual	25

Developing student feedback literacy through self and peer assessment interventions	24
A collaborative learning approach to dialogic peer feedback: a theoretical framework	24
A four-dimensional conceptual framework for student assessment literacy in holistic competency development	24
Does student agency benefit student learning? A systematic review of higher education research	23
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	23
The student evaluation of teaching and likability: what the evaluations actually measure	23
The quality of assessment tasks as a determinant of learning	23
“Check the grade, log out”: students’ engagement with feedback in learning management systems	22
Exploring the notion of teacher feedback literacies through the theory of practice architectures	20
Supervisory feedback across disciplines: does it meet students’ expectations?	20
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context	20
Designing assessment in a digital world: an organising framework	20
Contract cheating: To legislate or not to legislate - is that the question?	20
Developing and validating a student feedback literacy scale	19
Defining and measuring authentic assessment: a case study in the context of tertiary science	19
A dialogic technology-mediated model of feedback uptake and literacy	19
Can professors buy better evaluation with lenient grading? The effect of grade inflation on student evaluation of teaching	19
Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies	19
Peer assessment as a learning and self-assessment tool: a look inside the black box	19
Feedback cultures, histories and literacies: international postgraduate students’ experiences	19
Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews	18
What constitutes high quality higher education pedagogical research?	18
Supervisory feedback to postgraduate research students: a literature review	18
Appearance, insults, allegations, blame and threats: an analysis of anonymous non-constructive student evaluation of teaching in Australia	17
Learning to improve the quality peer feedback through experience with peer feedback	17
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	17
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19	17
The impact of content co-creation on academic achievement	17
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university	17
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis	17
First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement	16
Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback	15
Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy	15
A systematic review of the educational uses and effects of exemplars	15
Designing the digital in authentic assessment: is it fit for purpose?	15
How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers	14
Feedforward practices: a systematic review of the literature	14
Beyond satisfaction scores: visualising student comments for whole-of-course evaluation	13
A systematic review on peer assessment: intrapersonal and interpersonal factors	13
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data	13
University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender	13
The effects of rubrics on evaluative judgement: a randomised controlled experiment	13
Researching student agency in digital education as if the social aspects matter: students’ experience of participatory dimensions of online peer assessment	12
Signature feedback practices in the creative arts: integrating feedback within the curriculum	12
Student perceptions of student evaluations: enabling student voice and meaningful engagement	12
Self-assessment complements peer assessment for undergraduate students in an academic writing task	12
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback	12
Developing the relational in teacher feedback literacy: exploring feedback talk	12
When academic integrity rules should not apply: a survey of academic staff	12
Grade inflation versus grade improvement: Are our students getting more intelligent?	12

Student perspectives on assessment: connections between self and society	12
Online peer feedback on video presentations: type of feedback and improvement of presentation skills	11
Which are the predictors of perceived employability? An approach based on three studies	11
Can students’ feedback literacy be improved? A scoping review of interventions	11
Does quality work work? A systematic review of academic literature on quality initiatives in higher education	11
Navigating assessed coursework to build and validate professional identities: the experiences of fifteen international students in the UK	11
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	11
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices	11
Designing learner-centred text-based feedback: a rapid review and qualitative synthesis	11
What is unique about high performing students? Exploring personality, motivation and competitiveness	10
A four-dimensional framework for teacher assessment literacy in holistic competencies	10
Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars	10
Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy	10
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests	10
How is theory used in assessment and feedback research? A critical review	10
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	10
Spanish contract cheating website marketing through search engine advertisements	10