OOIR: Observatory of International Research

Papers

(The H4-Index of Assessment & Evaluation in Higher Education is 27. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Development and evaluation of two interventions to improve students’ reflection on feedback	122
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	113
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	100
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	66
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	64
Improvement in the quality of feedback as an indication of the development of evaluative judgement	58
Feedback engagement as a multidimensional construct: a validation study	56
Supporting peer evaluation of student-generated content: a study of three approaches	56
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	51
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	50
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	46
Empowering agency through learner-orchestrated self-generated feedback	45
The final examination of the UK PhD: fit for purpose?	44
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	44
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	44
The effects of gender and training on peer feedback characteristics	39
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	36
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	34
The reliability of student evaluations of teaching	34
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	32
The Impact of Timely Formative Feedback on University Student Motivation	31
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	30
Learning as a peer assessor: evaluating peer-assessment strategies	29
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	28
Designing assessment in a digital world: an organising framework	27

Enabling feedback seeking, agency and uptake through dialogic screencast feedback	27
Towards an ecological understanding of student emotions in feedback: a scoping review	27