OOIR: Observatory of International Research

Papers

(The H4-Index of Assessment & Evaluation in Higher Education is 25. 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 2020-09-01 to 2024-09-01.)

Article	Citations
The power of internal feedback: exploiting natural comparison processes	147
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching	115
What feedback literate teachers do: an empirically-derived competency framework	76
Contract cheating in higher education: a systematic literature review and future research agenda	50
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	47
Self-assessment is about more than self: the enabling role of feedback literacy	47
Student agency in feedback: beyond the individual	46
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	39
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	34
Designing assessment in a digital world: an organising framework	33
Does student agency benefit student learning? A systematic review of higher education research	33
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	31
Designing the digital in authentic assessment: is it fit for purpose?	30
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices	30
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	29
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning	28
Students cheat more often from those known to them: situation matters more than the individual	28
Developing student feedback literacy through self and peer assessment interventions	28
Developing and validating a student feedback literacy scale	27
The student evaluation of teaching and likability: what the evaluations actually measure	27
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	27
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	27
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	25
The quality of assessment tasks as a determinant of learning	25