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 2022-06-01 to 2026-06-01.)

Article	Citations
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	201
Development and evaluation of two interventions to improve students’ reflection on feedback	161
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	139
Improvement in the quality of feedback as an indication of the development of evaluative judgement	90
Generative AI-driven feedback in higher education: a scoping review	85
Feedback engagement as a multidimensional construct: a validation study	84
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	79
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	76
Feedback as an epistemic practice	75
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	65
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	62
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	58
The final examination of the UK PhD: fit for purpose?	56
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	56
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	53
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	51
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	49
The effects of gender and training on peer feedback characteristics	49
The reliability of student evaluations of teaching	45
Empowering agency through learner-orchestrated self-generated feedback	43
The Impact of Timely Formative Feedback on University Student Motivation	40
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	40
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	37
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	35
Interventions and facilitators of oral assessment performance in higher education: a systematic review	32

Setting the bar: simulating the effect of admission instruments on student cohorts’ diversity	31
A systematic review of feedback literacy in higher education: concepts, measurement, and interventions	29
Towards an ecological understanding of student emotions in feedback: a scoping review	29
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	29
Learning as a peer assessor: evaluating peer-assessment strategies	28
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	28
Approaches to feedback on examination performance: research, policy, and practice	27
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	26
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	26
Feedback literacy in design-based settings: a study of architecture students	24
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	22
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Integrating GenAI feedback and dialogic peer feedback to improve academic writing performance and revision practices: a quasi-experimental study	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
How does motivation influence students’ feedback seeking processes?	21
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Unravelling students’ self-feedback in peer-feedback processes: looking beyond the reviewing-receiving dichotomy	21
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	20
What to assess when assessing collaborative assignments: the practitioner perspective	19
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	19
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	18
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	18
Programmatic assessment: a literature review of challenges, opportunities and useful tools to support student transition to the workplace	17
Do peer assessment ratings reflect individual contributions? Validity evidence from multicultural student teams	17
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?	17
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	17
How the order of performance levels influences rubric engagement and task performance in digital environments?	16
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	16
Using AI to generate formative feedback in doctoral education	16
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	16
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	15
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	15
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	14
Developing a college student feedback literacy scale for the GenAI context	14
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	14
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation	14
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	13
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	13
Feedback dialogue in intercultural doctoral supervision	13
A systematic review on peer assessment: intrapersonal and interpersonal factors	13
The Peradex: a performance-based assessment approach for adaptive expertise using design scenarios and artificial intelligence	13
Academic socialisation through AI and peer feedback in doctoral writing: information and orientation in feedback ecologies	13
Comparing ChatGPT-5 and other GenAI tools in doctoral confirmation: variability, persona effects, and alignment with human feedback	13
Student partnership in assessment in higher education: a systematic review	13
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	12
Beyond penalties: a proactive approach to developing student understanding of academic integrity	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	12

Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	12
Anchoring bias in peer assessment: exploring the impact of recommendations on peer rating value and peer feedback valence	12
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	12
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	11
The use and influence of supervisor marking in graduate research project assessment: a scoping review	11
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	11
Teacher and peer feedback effects on student feedback literacy in disciplinary academic writing	11
Towards a framework for designing and evaluating online assessments in business education	10
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	10
Closing the gap, not the door: inclusive assessment as a key to international student success in UK higher education	10
Understanding the place and value of GenAI feedback: a recognition-based framework	10
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	10
Cross-border higher education in Europe and the role of quality assurance agencies	10
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	10
Who cares about grade inflation? The role of institutional policy in regulating course grades in higher education	10
Authentic assessment: from panacea to criticality	10
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	9
Teachers’ continuing professional development: using student evaluations to start a dialogue	9
A critical review of the quality of research on quality culture in higher education ¹	9
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	9
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	9