Assessment & Evaluation in Higher Education

Article	Citations
The power of internal feedback: exploiting natural comparison processes	112
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching	91
Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education	59
What feedback literate teachers do: an empirically-derived competency framework	57
Assignment outsourcing: moving beyond contract cheating	53
Formative assessment as practice: the role of students’ motivation	51
Authentic feedback: supporting learners to engage in disciplinary feedback practices	45
The effectiveness of formative assessment: student views and staff reflections	43
Contract cheating in higher education: a systematic literature review and future research agenda	38
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses	37
Student agency in feedback: beyond the individual	35
Student wellbeing and assessment in higher education: the balancing act	34
Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions	33
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature	33
Self-assessment is about more than self: the enabling role of feedback literacy	32
‘Mess, stress and trauma’: students’ experiences of formal contract cheating processes	30
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought	30
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions	28
Educators’ perceptions of responsibility-sharing in feedback processes	28
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy	27
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	26
Attitudes and understanding are only part of the story: self-control, age and self-imposed pressure predict plagiarism over and above perceptions of seriousness and understanding	26
Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges	25
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy	25
Students cheat more often from those known to them: situation matters more than the individual	25

A collaborative learning approach to dialogic peer feedback: a theoretical framework	24
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy	24
A four-dimensional conceptual framework for student assessment literacy in holistic competency development	24
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review	23
An analysis of teamwork based on self and peer evaluation in higher education	23
Developing student feedback literacy through self and peer assessment interventions	23
The student evaluation of teaching and likability: what the evaluations actually measure	23
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning	23
Does student agency benefit student learning? A systematic review of higher education research	22
The quality of assessment tasks as a determinant of learning	21
Contract cheating: To legislate or not to legislate - is that the question?	20
Supervisory feedback across disciplines: does it meet students’ expectations?	20
“Check the grade, log out”: students’ engagement with feedback in learning management systems	20
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context	19
Feedback cultures, histories and literacies: international postgraduate students’ experiences	19
Developing and validating a student feedback literacy scale	18
Exploring the notion of teacher feedback literacies through the theory of practice architectures	18
Supervisory feedback to postgraduate research students: a literature review	18
Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews	18
Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies	18
Can professors buy better evaluation with lenient grading? The effect of grade inflation on student evaluation of teaching	18
Peer assessment as a learning and self-assessment tool: a look inside the black box	18
A dialogic technology-mediated model of feedback uptake and literacy	18
What constitutes high quality higher education pedagogical research?	17
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19	17
Defining and measuring authentic assessment: a case study in the context of tertiary science	17
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis	17
First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement	16
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university	16
Learning to improve the quality peer feedback through experience with peer feedback	16
Designing assessment in a digital world: an organising framework	16
A systematic review of the educational uses and effects of exemplars	15
The impact of content co-creation on academic achievement	15
Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback	15
Appearance, insults, allegations, blame and threats: an analysis of anonymous non-constructive student evaluation of teaching in Australia	15
Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy	15
Supporting student and teacher feedback literacy: an instructional model for student feedback processes	15
The assessment arms race and the evolution of a university’s assessment practices	14
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data	13
University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender	13
The effects of rubrics on evaluative judgement: a randomised controlled experiment	13
How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers	13
Grade inflation versus grade improvement: Are our students getting more intelligent?	12
Student perspectives on assessment: connections between self and society	12
Researching student agency in digital education as if the social aspects matter: students’ experience of participatory dimensions of online peer assessment	12
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback	12
Developing the relational in teacher feedback literacy: exploring feedback talk	12
Beyond satisfaction scores: visualising student comments for whole-of-course evaluation	12
Designing the digital in authentic assessment: is it fit for purpose?	12
Student perceptions of student evaluations: enabling student voice and meaningful engagement	12

Self-assessment complements peer assessment for undergraduate students in an academic writing task	12
When academic integrity rules should not apply: a survey of academic staff	12
Online peer feedback on video presentations: type of feedback and improvement of presentation skills	11
Signature feedback practices in the creative arts: integrating feedback within the curriculum	11
Which are the predictors of perceived employability? An approach based on three studies	11
Can students’ feedback literacy be improved? A scoping review of interventions	11
Feedforward practices: a systematic review of the literature	11
How is theory used in assessment and feedback research? A critical review	10
Designing learner-centred text-based feedback: a rapid review and qualitative synthesis	10
Spanish contract cheating website marketing through search engine advertisements	10
A systematic review on peer assessment: intrapersonal and interpersonal factors	10
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests	10
Navigating assessed coursework to build and validate professional identities: the experiences of fifteen international students in the UK	10
Does quality work work? A systematic review of academic literature on quality initiatives in higher education	10
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education	10
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	9
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions	9
Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers	9
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	9
Empirical investigation of authentic assessment theory: An application in online courses using mimetic simulation created in university learning management ecosystems	9
Benchmarking Australian enabling programmes: assuring quality, comparability and transparency	9
Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework	9
Stress, distress, disorder and coping: the impact of anonymous student evaluation of teaching on the health of higher education teachers	9
How conceptualising respect can inform feedback pedagogies	9
Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy	9
Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars	9
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices	8
A challenge in teaching scientific communication: academic experience does not improve undergraduates’ ability to assess their or their peers’ writing	8
Making internal feedback explicit: harnessing the comparisons students make during two-stage exams	8
How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: perspectives from implicit theories of intelligence	8
Academic research evaluation in artistic disciplines: the case of Poland	8
What is unique about high performing students? Exploring personality, motivation and competitiveness	8
How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods	8
Enhancing graduate employability skills and student engagement through group video assessment	8
Unlocking the potential of broad, horizontal curricular assessments for ethics, responsibility and sustainability in business and economics higher education	8
Navigating feedback practices across learning contexts: implications for feedback literacy	8
A four-dimensional framework for teacher assessment literacy in holistic competencies	8
Conceptualising evaluative judgement in the context of holistic competency development: results of a Delphi study	7
Assessing students’ peer feedback literacy in writing: scale development and validation	7
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	7
Quantifying halo effects in students’ evaluation of teaching	7
Observations of student accuracy in criteria-based self-assessment	7
Students’ use of evaluative judgement in an online peer learning community	7
Factors associated with online examination cheating	7
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue	7
Measures of engagement in the first three weeks of higher education predict subsequent activity and attainment in first year undergraduate students: a UK case study	7
A review of the changes in higher education assessment and grading policy during covid-19	7
Assessment cultures in higher education: reducing barriers and enabling change	7
Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback	7
Feedback encounters: towards a framework for analysing and understanding feedback processes	6
Exploring students’ feedback seeking behavior in the context of programmatic assessment	6
Developing digital creativity through authentic assessment	6
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	6
Implementing assessment as learning in the L2 writing classroom: a Chinese case	6
A systematic review on the learning outcomes in entrepreneurship education within higher education settings	6
Crisis? What crisis? Interpreting student feedback on assessment	6
Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?	6
Are students gender-neutral in their assessment of online teaching staff?	6
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing	6
How does grade inflation affect student evaluation of teaching?	6
Designing assessment for inclusion: an exploration of diverse students’ assessment experiences	6
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education	6
Student satisfaction with use of an online peer feedback system	6
Drivers for authenticity: student approaches and responses to an authentic assessment task	6
Repositioning peer marking for feedback literacy in higher education	6
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives	6
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies	6
Beyond open book versus closed book: a taxonomy of restrictions in online examinations	6
What makes students contribute more peer feedback? The role of within-course experience with peer feedback	6
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning	5
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	5
Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework	5
Providing assessment feedback to pre-service teachers: a study of examiners’ comments	5
Supporting peer evaluation of student-generated content: a study of three approaches	5
Investigating the role of convenors in the PhD viva	5
The Westerveld framework for interprofessional feedback dialogues in health professions education	5
Enabling and valuing feedback literacies	5
In search of valid non-cognitive student selection criteria	5
The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing	5
A strategic framework for delivering ongoing feedback at scale	5

Using scaffolding strategies to improve formative assessment practice in higher education	5
Examiners’ use of rubric criteria for grading bachelor theses	5
OK google: what’s the answer? characteristics of students who searched the internet during an online chemistry examination	5
Math anxiety and perfectionistic concerns in multiple-choice assessment	5
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments	5
Learning objectives and their effects on learning and assessment preparation: insights from an undergraduate psychology course	5
Connecting teacher and student assessment literacy with self-evaluation and peer feedback	5
Performing teacher feedback literacy in peer mentoring meetings	4
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	4
Students’ experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust	4
Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective	4
Does students’ evaluation of teaching improve teaching quality? Improvement versus the reversal effect	4
First, do no harm: automated detection of abusive comments in student evaluation of teaching surveys	4
How student evaluations of teaching affect course enrollment	4
Comprehensive analysis of the predictive validity of the university entrance score in Hungary	4
Assessment design decisions in practice: Profile identification in approaches to assessment design	4
Developing interactive oral assessments to foster graduate attributes in higher education	4
Examining strategies to increase student evaluation of teaching completion rates	4
Online course experiences matter: adapting and applying the CEQ to the online teaching context during COVID-19 in China	4
Assessing university student collaboration in new ways	4
Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results	4
Development of the teaching competencies scale	4
Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study	4
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	4
How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis	4