Assessment & Evaluation in Higher Education

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 2021-06-01 to 2025-06-01.)
ArticleCitations
Improvement in the quality of feedback as an indication of the development of evaluative judgement94
Feedback engagement as a multidimensional construct: a validation study80
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study54
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education51
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence51
Feedback literacy-as-event: relationality, space and temporality in feedback encounters48
Development and evaluation of two interventions to improve students’ reflection on feedback48
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education48
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study45
Empowering agency through learner-orchestrated self-generated feedback44
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback44
Supporting peer evaluation of student-generated content: a study of three approaches44
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades43
The effects of gender and training on peer feedback characteristics36
The final examination of the UK PhD: fit for purpose?35
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?34
A strategic framework for delivering ongoing feedback at scale34
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs31
Towards an ecological understanding of student emotions in feedback: a scoping review28
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities27
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy27
The Impact of Timely Formative Feedback on University Student Motivation26
Interacting with ChatGPT for internal feedback and factors affecting feedback quality26
Enabling feedback seeking, agency and uptake through dialogic screencast feedback26
Learning as a peer assessor: evaluating peer-assessment strategies26
Designing assessment in a digital world: an organising framework25
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments25
Interventions and facilitators of oral assessment performance in higher education: a systematic review24
Is continuous assessment inclusive? An analysis of factors influencing student grades24
Approaches to feedback on examination performance: research, policy, and practice24
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention23
Noncognitive skills and critical thinking predict undergraduate academic performance23
Exploring students’ feedback seeking behavior in the context of programmatic assessment22
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature22
How does motivation influence students’ feedback seeking processes?21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust20
Approaches to written assignments -how students write, and instructors read20
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review20
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms20
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment19
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors19
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education19
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment18
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices18
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment18
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta18
Student partnership in assessment in higher education: a systematic review17
Developing a college student feedback literacy scale for the GenAI context17
The Westerveld framework for interprofessional feedback dialogues in health professions education16
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives16
What makes students contribute more peer feedback? The role of within-course experience with peer feedback16
The language of assessment: identifying challenging terminology for students and exploring implications for practice16
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education16
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities16
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback15
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations15
A systematic review on peer assessment: intrapersonal and interpersonal factors15
A mixed blessing: student engagement in emergency online learning during COVID-19 in China15
Developing and validating a student feedback literacy scale15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy15
Connecting teacher and student assessment literacy with self-evaluation and peer feedback13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method13
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning13
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy13
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought13
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance13
Student perspectives on assessment: connections between self and society13
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study13
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective12
Cross-border higher education in Europe and the role of quality assurance agencies12
Understanding the place and value of GenAI feedback: a recognition-based framework12
Towards a framework for designing and evaluating online assessments in business education12
Authentic assessment: from panacea to criticality12
An empirical study of peer feedback in translation didactics: quality, response and student perceptions12
Developing the relational in teacher feedback literacy: exploring feedback talk11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?11
Self-assessment design in a digital world: centring student agency11
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing11
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback11
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors11
Flexible assessment: some benefits and costs for students and instructors11
Assessment cultures in higher education: reducing barriers and enabling change11
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education11
A critical review of the quality of research on quality culture in higher education 111
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review10
Balancing pedagogical innovation with psychological safety?10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction10
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature10
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms10
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation10
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies10
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