OOIR: Observatory of International Research

Papers

(The H4-Index of Assessment & Evaluation in Higher Education is 31. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Development and evaluation of two interventions to improve students’ reflection on feedback	186
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	158
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	127
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	79
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	75
Generative AI-driven feedback in higher education: a scoping review	75
Improvement in the quality of feedback as an indication of the development of evaluative judgement	75
Feedback engagement as a multidimensional construct: a validation study	74
The reliability of student evaluations of teaching	72
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	71
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	61
Empowering agency through learner-orchestrated self-generated feedback	58
Feedback as an epistemic practice	57
The effects of gender and training on peer feedback characteristics	56
The final examination of the UK PhD: fit for purpose?	55
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	54
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	49
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	49
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	47
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	45
Learning as a peer assessor: evaluating peer-assessment strategies	43
The Impact of Timely Formative Feedback on University Student Motivation	43
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	42
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	40
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	40

Towards an ecological understanding of student emotions in feedback: a scoping review	38
Interventions and facilitators of oral assessment performance in higher education: a systematic review	36
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	35
Designing assessment in a digital world: an organising framework	32
A systematic review of feedback literacy in higher education: concepts, measurement, and interventions	32
Setting the bar: simulating the effect of admission instruments on student cohorts’ diversity	32