OOIR: Observatory of International Research

Papers

(The H4-Index of Assessment & Evaluation in Higher Education is 24. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching	116
What feedback literate teachers do: an empirically-derived competency framework	80
Contract cheating in higher education: a systematic literature review and future research agenda	51
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	50
Self-assessment is about more than self: the enabling role of feedback literacy	48
Student agency in feedback: beyond the individual	47
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	40
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	35
Designing assessment in a digital world: an organising framework	34
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices	33
Does student agency benefit student learning? A systematic review of higher education research	33
Designing the digital in authentic assessment: is it fit for purpose?	32
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	31
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	30
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	29
Developing and validating a student feedback literacy scale	29
Students cheat more often from those known to them: situation matters more than the individual	29
Developing student feedback literacy through self and peer assessment interventions	28
The student evaluation of teaching and likability: what the evaluations actually measure	28
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning	28
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	28
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis	26
Defining and measuring authentic assessment: a case study in the context of tertiary science	26
Supervisory feedback to postgraduate research students: a literature review	25
First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement	24

A dialogic technology-mediated model of feedback uptake and literacy