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 2021-09-01 to 2025-09-01.)

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