Assessment & Evaluation in Higher Education

Article	Citations
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	255
Development and evaluation of two interventions to improve students’ reflection on feedback	188
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	172
Generative AI-driven feedback in higher education: a scoping review	125
Improvement in the quality of feedback as an indication of the development of evaluative judgement	111
Feedback engagement as a multidimensional construct: a validation study	110
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	92
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	89
Beyond the detector trap: a human-centred evidentiary framework for fair academic integrity decisions in the generative AI era	84
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	83
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	78
The final examination of the UK PhD: fit for purpose?	70
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	67
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	64
AI in the gatekeeper’s chair: elite researchers’ perceptions of AI-assisted feedback in journal peer review	62
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	62
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	61
The effects of gender and training on peer feedback characteristics	55
The reliability of student evaluations of teaching	51
Evaluating the effectiveness of an awareness-based intervention on reducing accent bias in students’ evaluations of instructors	50
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	50
Empowering agency through learner-orchestrated self-generated feedback	49
From authentic products to authenticated processes: a systematic conceptual review of authentic assessment in AI-rich higher education	49
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	35
Feedback as an epistemic practice	35

Towards an ecological understanding of student emotions in feedback: a scoping review	33
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	33
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	31
Setting the bar: simulating the effect of admission instruments on student cohorts’ diversity	29
A systematic review of feedback literacy in higher education: concepts, measurement, and interventions	29
Learning as a peer assessor: evaluating peer-assessment strategies	28
Artificial intelligence and feedback in university education: effectiveness and student perceptions	26
Interventions and facilitators of oral assessment performance in higher education: a systematic review	23
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	23
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	23
Approaches to feedback on examination performance: research, policy, and practice	23
The Impact of Timely Formative Feedback on University Student Motivation	23
Feedback literacy in design-based settings: a study of architecture students	23
Integrating GenAI feedback and dialogic peer feedback to improve academic writing performance and revision practices: a quasi-experimental study	22
Unravelling students’ self-feedback in peer-feedback processes: looking beyond the reviewing-receiving dichotomy	22
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	20
Exploring students’ feedback seeking behavior in the context of programmatic assessment	20
How does motivation influence students’ feedback seeking processes?	20
Is continuous assessment inclusive? An analysis of factors influencing student grades	20
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	19
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	19
What to assess when assessing collaborative assignments: the practitioner perspective	18
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	18
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	18
Using AI to generate formative feedback in doctoral education	16
How the order of performance levels influences rubric engagement and task performance in digital environments?	16
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?	16
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	16
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	16
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	16
Programmatic assessment: a literature review of challenges, opportunities and useful tools to support student transition to the workplace	16
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	16
Do peer assessment ratings reflect individual contributions? Validity evidence from multicultural student teams	16
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation	15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	15
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	15
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	14
Student partnership in assessment in higher education: a systematic review	14
The Peradex: a performance-based assessment approach for adaptive expertise using design scenarios and artificial intelligence	14
A systematic review on peer assessment: intrapersonal and interpersonal factors	14
Developing a college student feedback literacy scale for the GenAI context	14
The language of assessment: identifying challenging terminology for students and exploring implications for practice	14
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
Feedback dialogue in intercultural doctoral supervision	13
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	13
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13
Academic socialisation through AI and peer feedback in doctoral writing: information and orientation in feedback ecologies	13
Anchoring bias in peer assessment: exploring the impact of recommendations on peer rating value and peer feedback valence	13

Project-based assessment: a scoping review of concepts, implementations, and future directions	12
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	12
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	12
Beyond penalties: a proactive approach to developing student understanding of academic integrity	12
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	12
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	12
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	11
Comparing ChatGPT-5 and other GenAI tools in doctoral confirmation: variability, persona effects, and alignment with human feedback	11
Teacher and peer feedback effects on student feedback literacy in disciplinary academic writing	11
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	11
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	10
Towards a framework for designing and evaluating online assessments in business education	10
Authentic assessment in higher education: conceptual evolution, key debates and implications for practice	10
Closing the gap, not the door: inclusive assessment as a key to international student success in UK higher education	10
Understanding the place and value of GenAI feedback: a recognition-based framework	10
The use and influence of supervisor marking in graduate research project assessment: a scoping review	10
Who cares about grade inflation? The role of institutional policy in regulating course grades in higher education	10
Authentic assessment: from panacea to criticality	10
Cross-border higher education in Europe and the role of quality assurance agencies	10
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	9
Feedback as epistemic formatting : neurodivergent academic labour and the institutional legibility of assessment	9
Flexible assessment: some benefits and costs for students and instructors	9
Teachers’ continuing professional development: using student evaluations to start a dialogue	9
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	9
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	9
A critical review of the quality of research on quality culture in higher education 1	9
Supporting postgraduate students’ engagement: an Activity Theory analysis of the impact of a co-designed assessment	9
Shaping equity through assessment: a multi-institutional analysis of ethnic awarding gaps in UK higher education	9
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	8
Teacher feedback literacy as an emerging field: a scoping review	8
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	8
Playing by the many rules: taught masters and their assessment regulations	8
Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback	8
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	8
Balancing pedagogical innovation with psychological safety?	8
Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions	8
Self-assessment design in a digital world: centring student agency	8
Mapping character and learning gain in higher education: the development of a qualitative instrument	8
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	8
Correction	8
A systematic-narrative review of performance-based assessments of critical thinking in higher education	8
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	7
A peer review model for supervised work Integrated learning assessment: design principles and implementation framework	7
Grading in an age of assessment reform: the elephant in the room	7
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	7
Interview assessment as compressed judgement: how evidence becomes recognisable under interactional constraint	7
Dialogism in feedback literacies: a critical review	7
Understanding university instructor responses to machine-learning analysis of mid-semester teaching evaluations	7
Ordered or scrambled: how the forward sequencing of multiple choice questions affects test item scores	7
Does perception mean learning? Insights from an online peer feedback setting	7
AI feedback literacy in higher education: understanding, measuring, and predicting student feedback uptake	7
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study	7
Teacher feedback, rubrics, and annotated exemplars: examining the effects on Italian psychology university students’ performance on writing assignments	7
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	7
Students’ motivations for feedback seeking: the value of combined monitoring and inquiry	7
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	7
Assessment design through co-design: reimagining assessment design practices in higher education	7
Bridging AI and pedagogy: how AI-adaptive feedback shapes Chinese EFL students’ writing engagement, metacognitive writing strategies, and writing performance	6
Feedback encounters in doctoral supervision: the role of generative AI chatbots	6
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	6
Feedback practices in journal peer-review: a systematic literature review	6
Student contributions to quality assurance in higher education: a systematic literature review	6
The potential of authentic assessment in literary studies pedagogy and the problem with the ‘real world’	6
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	6
How university students work on assessment tasks with generative artificial intelligence: matters of judgement	6
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	6
Consistency in providing peer feedback: the role of individual and situational factors	6
Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy	6
Beyond either-or: a multimodal framework for balancing rigor, fairness and engagement in higher education	6
Beyond essay primacy: written assessment regimes, generative AI, and evaluative visibility in higher education	6
An empirical study of Chinese EFL student writers’ use of GenAI feedback during revision: perceptions, engagement and motivational impact	6
Connecting students’ descriptions of classroom assessment in higher education with wellness	6
Context-aware GenAI feedback for fostering student feedback literacy and informing revision decisions in social science writing	6
The human touch of feedback: students’ experiences of CARE in peer versus AI-generated feedback	6
Are assessment accommodations cheating? A critical policy analysis	5
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	5
Perceptions of feedback: the use of self-reflection to improve student satisfaction	5
Leveraging self-regulated learning to develop L2 students’ feedback literacy in GenAI-mediated writing environments: an intervention study	5
Enhancing statistics education through student-generated data and authentic assessment	5

Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks	5
Measuring reflective thinking in research-based learning: a scale development and initial validation study	5
When ‘good teaching’ isn’t enough: learning environments that affect student feedback literacy	5
Students’ ‘fast and frugal’ heuristics in SET completion: a preliminary typology	5
How can learners practice evaluative judgement using qualitative self-assessment?	5
Uncertainty, trust, and the individualisation of risk in contemporary assessment cultures	5
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Feedback, reflection and psychological safety: rethinking assessment for student well-being in higher education	5
Examining university instructors’ continuance intentions for online assessment: the role of safeguards, openness and cognitive reactions	5
The role of digital technology in authentic assessment: perspectives of university educators	5
Exploring the role of peer review in enhancing writing feedback literacy: a comparison of face-to-face and online modes	5
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	5
On bot-proofing	5
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	5
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	5
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	5
Who succeeds and who fails? Comparing the impact of admissions and first-year performance on academic success	5
Developing evaluative judgement for a time of generative artificial intelligence	5
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	4
A review of the changes in higher education assessment and grading policy during covid-19	4
A practical approach to overcoming biases in comparing student performance in higher education	4
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	4
Assessment practices in Spanish universities: a nationwide update seven years on	4
Longitudinal effects of feedback from peer, AI, and exemplars on student feedback literacy development: a latent growth curve analysis	4
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	4
Faculty assessment development in higher education: the CRAFT framework emerging from a systematic literature review	4
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	4
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	4
Mathematics self-concept and response pattern in higher education examinations: differences between genders	4
Ten years of editing Assessment and Evaluation in Higher Education	4
Fostering higher education students’ perceptions of trust and participation in peer feedback: investigating the efficacy of an intervention combining training and backward evaluation	4
Exploring L2 students’ feedback literacy development through a pedagogically customised digital platform	4
How do teachers design assessment in interdisciplinary education?	4
Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice	4
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	4
Self-Positions in student teachers’ perceptions of assessment	4
The power of praise: the central role of affective peer feedback in interest-based learning	4
Lacking the ‘personal touch’: students’ perceptions of generative artificial intelligence in assessment feedback	3
University instructors’ contemporary assessment literacy: development and validation of a questionnaire	3
Black Box Assessment: rethinking integrity and learning for a time of Generative AI	3
Online learning environments and approaches to learning among international students in China: the mediating roles of teacher- and student-initiated interactions	3
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	3
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	3
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	3
A scientometric review of research on student plagiarism (1970–2022)	3
Factors associated with online examination cheating	3
What does it take to provide effective peer feedback?	3
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	3
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	3
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	3
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	3
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	3