Assessment & Evaluation in Higher Education

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
Does student agency benefit student learning? A systematic review of higher education research	33
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices	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
Students cheat more often from those known to them: situation matters more than the individual	29
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	29
Developing and validating a student feedback literacy scale	29
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	28
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
Defining and measuring authentic assessment: a case study in the context of tertiary science	26
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis	26
Supervisory feedback to postgraduate research students: a literature review	25
A dialogic technology-mediated model of feedback uptake and literacy	24

First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement	24
Exploring the notion of teacher feedback literacies through the theory of practice architectures	23
Feedback cultures, histories and literacies: international postgraduate students’ experiences	23
Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback	22
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university	21
Contract cheating: To legislate or not to legislate - is that the question?	21
Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews	21
Can students’ feedback literacy be improved? A scoping review of interventions	20
Feedforward practices: a systematic review of the literature	20
Appearance, insults, allegations, blame and threats: an analysis of anonymous non-constructive student evaluation of teaching in Australia	20
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19	19
A systematic review on peer assessment: intrapersonal and interpersonal factors	19
A systematic review of the educational uses and effects of exemplars	17
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data	17
How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers	17
A review of the changes in higher education assessment and grading policy during covid-19	16
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	15
Online peer feedback on video presentations: type of feedback and improvement of presentation skills	15
Developing the relational in teacher feedback literacy: exploring feedback talk	15
University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender	14
The effects of rubrics on evaluative judgement: a randomised controlled experiment	14
Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework	14
Navigating feedback practices across learning contexts: implications for feedback literacy	14
Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers	14
Signature feedback practices in the creative arts: integrating feedback within the curriculum	14
Implementing assessment as learning in the L2 writing classroom: a Chinese case	14
A four-dimensional framework for teacher assessment literacy in holistic competencies	13
Which are the predictors of perceived employability? An approach based on three studies	13
What is unique about high performing students? Exploring personality, motivation and competitiveness	13
Factors associated with online examination cheating	13
How is theory used in assessment and feedback research? A critical review	13
Developing digital creativity through authentic assessment	13
Designing assessment for inclusion: an exploration of diverse students’ assessment experiences	13
From authentic assessment to authenticity in assessment: broadening perspectives	13
Self-assessment complements peer assessment for undergraduate students in an academic writing task	13
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback	13
Making internal feedback explicit: harnessing the comparisons students make during two-stage exams	13
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	13
Stress, distress, disorder and coping: the impact of anonymous student evaluation of teaching on the health of higher education teachers	12
Towards a framework for designing and evaluating online assessments in business education	12
Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy	12
Student perspectives on assessment: connections between self and society	12
Students’ use of evaluative judgement in an online peer learning community	12
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	11
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work	11
Assessing students’ peer feedback literacy in writing: scale development and validation	11
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests	11
Conceptualising evaluative judgement in the context of holistic competency development: results of a Delphi study	11
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	11
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	11

Spanish contract cheating website marketing through search engine advertisements	10
The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing	10
Student satisfaction with use of an online peer feedback system	10
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions	10
Assessment cultures in higher education: reducing barriers and enabling change	10
Enhancing graduate employability skills and student engagement through group video assessment	10
Drivers for authenticity: student approaches and responses to an authentic assessment task	10
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	9
Exploring students’ feedback seeking behavior in the context of programmatic assessment	9
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	9
ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review	9
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	9
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	9
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	9
Beyond open book versus closed book: a taxonomy of restrictions in online examinations	9
Student partnership in assessment in higher education: a systematic review	9
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue	9
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	8
Academic research evaluation in artistic disciplines: the case of Poland	8
Quantifying halo effects in students’ evaluation of teaching	8
Enabling and valuing feedback literacies	8
What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership	8
Feedback encounters: towards a framework for analysing and understanding feedback processes	8
First, do no harm: automated detection of abusive comments in student evaluation of teaching surveys	8
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	8
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	7
The Westerveld framework for interprofessional feedback dialogues in health professions education	7
Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?	7
Students’ experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust	7
Investigating the role of convenors in the PhD viva	7
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	7
Does students’ evaluation of teaching improve teaching quality? Improvement versus the reversal effect	7
Learner experience in artificial intelligence-scaffolded argumentation	7
Supporting peer evaluation of student-generated content: a study of three approaches	7
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning	7
How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis	7
Repositioning peer marking for feedback literacy in higher education	7
How does grade inflation affect student evaluation of teaching?	7
Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives	6
Comprehensive analysis of the predictive validity of the university entrance score in Hungary	6
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	6
Developing interactive oral assessments to foster graduate attributes in higher education	6
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	6
In search of valid non-cognitive student selection criteria	6
Feedback practices in journal peer-review: a systematic literature review	6
Using scaffolding strategies to improve formative assessment practice in higher education	6
Crisis? What crisis? Interpreting student feedback on assessment	6
OK google: what’s the answer? characteristics of students who searched the internet during an online chemistry examination	6
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives	6
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	6
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	6
Bounded innovation or agency drift? Developments in European higher education quality assurance	5
An empirical study of student action from ipsative design of feedback processes	5
Assessing the sequencing of learning objectives in a study program using evidence-based practice	5
Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study	5
Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject	5
Learning as a peer assessor: evaluating peer-assessment strategies	5
Are assessment accommodations cheating? A critical policy analysis	5
‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university	5
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	5
Examiners’ use of rubric criteria for grading bachelor theses	5
Performing teacher feedback literacy in peer mentoring meetings	5
Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework	5
Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results	5
A strategic framework for delivering ongoing feedback at scale	5
Contradicting findings of gender bias in teaching evaluations: evidence from two experiments in Denmark	5
The impact of positive feedback on student outcomes and perceptions	5
Online course experiences matter: adapting and applying the CEQ to the online teaching context during COVID-19 in China	5
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity	5
Predictors of students’ preferences for assessment methods	4
Embedding equity: online tutor support to provide effective feedforward on assessments	4
Student motivations, perceptions and opinions of participating in student evaluation of teaching surveys: a scoping review	4
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	4
Assessment design decisions in practice: Profile identification in approaches to assessment design	4
A national student survey for the Italian higher education system	4
Shifting feedback agency to students by having them write their own feedback comments	4
Assessment planning at the program-level: a higher education policy review in Australia	4
Improving students’ learning—the role of formative feedback: experiences from a crash course for business students in academic writing	4
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	4

Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course	4
Academically engaged or not? An exploratory study on modelling and assessing the engagement of first-year students at a research-intensive university in Finland	4
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	4
Fitted: the impact of academics’ attire on students’ evaluations and intentions	4
What makes a good PhD thesis? Norms of science as reflected in written assessments of PhD theses	4
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	4
Exploring master’s students’ emotions and emotion-regulation in supervisory feedback situations: a vignette-based study	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
Reconceptualizing the value of peer and instructor feedback using a sequential structure	3
Psychometric properties of the academic procrastination scale in Spanish university students	3
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	3
Differential effect of university entrance scores on graduates’ performance: the case of degree completion on time in Portugal	3
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	3
How does assessment drive learning? A focus on students’ development of evaluative judgement	3
Does perception mean learning? Insights from an online peer feedback setting	3
Student voice in assessment and feedback (2011–2022): a systematic review	3
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	3
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	3
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	3
Who are faculty assessment leaders?	3
Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study	3
Student evaluation of teaching: reactions of Australian academics to anonymous non-constructive student commentary	3
How to improve the predictive validity of a composite admission score? A case study from Hungary	3
Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages	3
Assessment policies and academic progress: differences in performance and selection for progress	3
Consensus moderation: the voices of expert academics	3
Same grade for different reasons, different grades for the same reason?	3
Antecedents of examinee motivation during low-stakes tests: examining the variability in effects across different research designs	3
Democratising assessment rubrics for international students	3
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	3
Development and evaluation of two interventions to improve students’ reflection on feedback	3
A framework for understanding assessment practice in higher education	3
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	3
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	3
Assessment in higher education: voices of programme directors	3
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	3
The effects of gender and training on peer feedback characteristics	3
Students’ perceptions of peer review for assessing digital multimodal composing: the case of a discipline-specific English course	3
Accuracy of peer ratings on the quality of spoken-language interpreting	3
Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study	3
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity	3
Improving student participation in SET: effects of increased transparency on the use of student feedback in practice	3