Assessment & Evaluation in Higher Education

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
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	24

Towards an ecological understanding of student emotions in feedback: a scoping review	24
Approaches to feedback on examination performance: research, policy, and practice	23
Noncognitive skills and critical thinking predict undergraduate academic performance	23
The Impact of Timely Formative Feedback on University Student Motivation	23
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	21
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	21
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	20
Approaches to written assignments -how students write, and instructors read	20
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors	19
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	19
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	19
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	19
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	18
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	18
The language of assessment: identifying challenging terminology for students and exploring implications for practice	18
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	18
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations	17
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	17
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	16
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	16
Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education	16
A systematic review on peer assessment: intrapersonal and interpersonal factors	16
The Westerveld framework for interprofessional feedback dialogues in health professions education	15
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	15
Student partnership in assessment in higher education: a systematic review	15
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	14
Student perspectives on assessment: connections between self and society	14
Developing and validating a student feedback literacy scale	14
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	14
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	14
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	14
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	13
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	13
Understanding the place and value of GenAI feedback: a recognition-based framework	13
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Developing the relational in teacher feedback literacy: exploring feedback talk	13
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	12
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	12
Cross-border higher education in Europe and the role of quality assurance agencies	12
Towards a framework for designing and evaluating online assessments in business education	11
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	11
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	11
Flexible assessment: some benefits and costs for students and instructors	11
Assessment cultures in higher education: reducing barriers and enabling change	11
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	11

Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	11
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	11
Authentic assessment: from panacea to criticality	11
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	11
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	10
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
Playing by the many rules: taught masters and their assessment regulations	9
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	9
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	9
Dialogism in feedback literacies: a critical review	9
Balancing pedagogical innovation with psychological safety?	9
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	9
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	9
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	9
Self-assessment design in a digital world: centring student agency	9
Assessment planning at the program-level: a higher education policy review in Australia	9
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	8
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	8
Feedback encounters in doctoral supervision: the role of generative AI chatbots	8
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	8
Does student agency benefit student learning? A systematic review of higher education research	8
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	8
Assessing the sequencing of learning objectives in a study program using evidence-based practice	8
Connecting students’ descriptions of classroom assessment in higher education with wellness	8
Feedback cultures, histories and literacies: international postgraduate students’ experiences	8
Self-assessment is about more than self: the enabling role of feedback literacy	8
Does perception mean learning? Insights from an online peer feedback setting	8
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning	8
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	8
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue	8
Identifying opportunities and gaps in current evaluation frameworks – the knowns and unknowns in determining effective student engagement activity	8
Assessment design decisions in practice: Profile identification in approaches to assessment design	7
Student contributions to quality assurance in higher education: a systematic literature review	7
Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course	7
‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university	7
Are assessment accommodations cheating? A critical policy analysis	7
Feedback practices in journal peer-review: a systematic literature review	7
Developing evaluative judgement for a time of generative artificial intelligence	6
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	6
How can learners practice evaluative judgement using qualitative self-assessment?	6
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	6
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	6
Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject	6
Bounded innovation or agency drift? Developments in European higher education quality assurance	6
Motivated reasoning and faculty interpretation of student evaluation research	6
Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity	6
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	6
Learner experience in artificial intelligence-scaffolded argumentation	6
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	6
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	6
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	6
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	6
Measuring what learners do in feedback: the feedback literacy behaviour scale	6
A four-dimensional framework for teacher assessment literacy in holistic competencies	5
Mathematics self-concept and response pattern in higher education examinations: differences between genders	5
Ten years of editing Assessment and Evaluation in Higher Education	5
Student satisfaction with use of an online peer feedback system	5
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	5
Performing teacher feedback literacy in peer mentoring meetings	5
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	5
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	5
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	5
A practical approach to overcoming biases in comparing student performance in higher education	5
A review of the changes in higher education assessment and grading policy during covid-19	5
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	5
Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study	5
Self-Positions in student teachers’ perceptions of assessment	5
Investigating student preparedness for holistic competency assessment: insights from the Hong Kong context	5
Developing digital creativity through authentic assessment	5
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	4
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	4
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	4
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	4
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	4
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
Contract cheating: To legislate or not to legislate - is that the question?	4
A national student survey for the Italian higher education system	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4

Improving study admission through entry diagnostics using a validated subject-specific test	4
Supervisory feedback to postgraduate research students: a literature review	4
Factors associated with online examination cheating	4
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	4
What does it take to provide effective peer feedback?	4
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	4
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	4
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	4
From authentic assessment to authenticity in assessment: broadening perspectives	4