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 2021-05-01 to 2025-05-01.)

Article	Citations
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	89
Improvement in the quality of feedback as an indication of the development of evaluative judgement	76
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	59
Development and evaluation of two interventions to improve students’ reflection on feedback	51
Feedback engagement as a multidimensional construct: a validation study	47
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	46
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	45
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	44
The final examination of the UK PhD: fit for purpose?	43
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	43
A strategic framework for delivering ongoing feedback at scale	43
The effects of gender and training on peer feedback characteristics	42
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	41
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	41
Supporting peer evaluation of student-generated content: a study of three approaches	35
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	33
Empowering agency through learner-orchestrated self-generated feedback	33
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	31
Learning as a peer assessor: evaluating peer-assessment strategies	30
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	28
Designing assessment in a digital world: an organising framework	27
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	26
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	25
Towards an ecological understanding of student emotions in feedback: a scoping review	24
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	24

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities