OOIR: Observatory of International Research

Papers

(The TQCC of Assessment & Evaluation in Higher Education is 9. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	89
Improvement in the quality of feedback as an indication of the development of evaluative judgement	76
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	59
Development and evaluation of two interventions to improve students’ reflection on feedback	51
Feedback engagement as a multidimensional construct: a validation study	47
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	46
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	45
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	44
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	43
A strategic framework for delivering ongoing feedback at scale	43
The final examination of the UK PhD: fit for purpose?	43
The effects of gender and training on peer feedback characteristics	42
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	41
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	41
Supporting peer evaluation of student-generated content: a study of three approaches	35
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	33
Empowering agency through learner-orchestrated self-generated feedback	33
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	31
Learning as a peer assessor: evaluating peer-assessment strategies	30
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	28
Designing assessment in a digital world: an organising framework	27
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	26
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	25
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	24
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	24

Towards an ecological understanding of student emotions in feedback: a scoping review	24
Approaches to feedback on examination performance: research, policy, and practice	23
Noncognitive skills and critical thinking predict undergraduate academic performance	23
The Impact of Timely Formative Feedback on University Student Motivation	23
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	21
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	21
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	20
Approaches to written assignments -how students write, and instructors read	20
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	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
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	19
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	18
The language of assessment: identifying challenging terminology for students and exploring implications for practice	18
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	18
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	18
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	17
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	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
A systematic review on peer assessment: intrapersonal and interpersonal factors	16
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	16
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	15
Student partnership in assessment in higher education: a systematic review	15
The Westerveld framework for interprofessional feedback dialogues in health professions education	15
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	14
Student perspectives on assessment: connections between self and society	14
Developing and validating a student feedback literacy scale	14
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	14
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	14
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	14
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	13
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	13
Understanding the place and value of GenAI feedback: a recognition-based framework	13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Developing the relational in teacher feedback literacy: exploring feedback talk	13
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	12
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	12
Cross-border higher education in Europe and the role of quality assurance agencies	12
Assessment cultures in higher education: reducing barriers and enabling change	11
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	11
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	11
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	11
Authentic assessment: from panacea to criticality	11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11

Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	11
Towards a framework for designing and evaluating online assessments in business education	11
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	11
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	11
Flexible assessment: some benefits and costs for students and instructors	11
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	9
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	9
Dialogism in feedback literacies: a critical review	9
Balancing pedagogical innovation with psychological safety?	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
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	9
Self-assessment design in a digital world: centring student agency	9
Assessment planning at the program-level: a higher education policy review in Australia	9
Playing by the many rules: taught masters and their assessment regulations	9