Assessment & Evaluation in Higher Education

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
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
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	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
The Impact of Timely Formative Feedback on University Student Motivation	43
Learning as a peer assessor: evaluating peer-assessment strategies	43
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	42
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	40
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	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
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
Designing assessment in a digital world: an organising framework	32
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	30
Approaches to feedback on examination performance: research, policy, and practice	29
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	28
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	28
How does motivation influence students’ feedback seeking processes?	26
Is continuous assessment inclusive? An analysis of factors influencing student grades	25
Exploring students’ feedback seeking behavior in the context of programmatic assessment	25
Feedback literacy in design-based settings: a study of architecture students	25
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	24
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	22
Noncognitive skills and critical thinking predict undergraduate academic performance	22
How the order of performance levels influences rubric engagement and task performance in digital environments?	21
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	21
What to assess when assessing collaborative assignments: the practitioner perspective	20
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	20
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	20
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors	19
Using AI to generate formative feedback in doctoral education	19
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	19
Programmatic assessment: a literature review of challenges, opportunities and useful tools to support student transition to the workplace	18
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	17
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	17
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?	17
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	17
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	16
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	16
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	16
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	16
The language of assessment: identifying challenging terminology for students and exploring implications for practice	16
Student partnership in assessment in higher education: a systematic review	15
Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation	15
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
Developing a college student feedback literacy scale for the GenAI context	14
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	14
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	14
A systematic review on peer assessment: intrapersonal and interpersonal factors	14
Academic socialisation through AI and peer feedback in doctoral writing: information and orientation in feedback ecologies	13
Beyond penalties: a proactive approach to developing student understanding of academic integrity	13
Feedback dialogue in intercultural doctoral supervision	13
The Peradex: a performance-based assessment approach for adaptive expertise using design scenarios and artificial intelligence	13
Comparing ChatGPT-5 and other GenAI tools in doctoral confirmation: variability, persona effects, and alignment with human feedback	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	12
Cross-border higher education in Europe and the role of quality assurance agencies	12

Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	12
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	12
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	12
Anchoring bias in peer assessment: exploring the impact of recommendations on peer rating value and peer feedback valence	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
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12
Teacher and peer feedback effects on student feedback literacy in disciplinary academic writing	11
Who cares about grade inflation? The role of institutional policy in regulating course grades in higher education	11
Authentic assessment: from panacea to criticality	11
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	11
Understanding the place and value of GenAI feedback: a recognition-based framework	11
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	11
The use and influence of supervisor marking in graduate research project assessment: a scoping review	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
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	10
A critical review of the quality of research on quality culture in higher education 1	10
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	9
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	9
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	9
Teachers’ continuing professional development: using student evaluations to start a dialogue	9
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	9
Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback	9
Flexible assessment: some benefits and costs for students and instructors	9
Self-assessment design in a digital world: centring student agency	9
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	9
Supporting postgraduate students’ engagement: an Activity Theory analysis of the impact of a co-designed assessment	9
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	8
Understanding university instructor responses to machine-learning analysis of mid-semester teaching evaluations	8
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	8
Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions	8
Correction	8
Teacher feedback literacy as an emerging field: a scoping review	8
A peer review model for supervised work Integrated learning assessment: design principles and implementation framework	8
Dialogism in feedback literacies: a critical review	8
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	8
Balancing pedagogical innovation with psychological safety?	8
Ordered or scrambled: how the forward sequencing of multiple choice questions affects test item scores	7
AI feedback literacy in higher education: understanding, measuring, and predicting student feedback uptake	7
Playing by the many rules: taught masters and their assessment regulations	7
Interview assessment as compressed judgement: how evidence becomes recognisable under interactional constraint	7
An empirical study of Chinese EFL student writers’ use of GenAI feedback during revision: perceptions, engagement and motivational impact	7
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	7
A systematic-narrative review of performance-based assessments of critical thinking in higher education	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
Students’ motivations for feedback seeking: the value of combined monitoring and inquiry	7
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	7
Does perception mean learning? Insights from an online peer feedback setting	7
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study	7
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	7
How university students work on assessment tasks with generative artificial intelligence: matters of judgement	6
Student contributions to quality assurance in higher education: a systematic literature review	6
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	6
Enhancing statistics education through student-generated data and authentic assessment	6
Examining university instructors’ continuance intentions for online assessment: the role of safeguards, openness and cognitive reactions	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
Bridging AI and pedagogy: how AI-adaptive feedback shapes Chinese EFL students’ writing engagement, metacognitive writing strategies, and writing performance	6
Beyond either-or: a multimodal framework for balancing rigor, fairness and engagement in higher education	6
Feedback practices in journal peer-review: a systematic literature review	6
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	6
Bounded innovation or agency drift? Developments in European higher education quality assurance	6
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	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
Are assessment accommodations cheating? A critical policy analysis	6
Developing evaluative judgement for a time of generative artificial intelligence	6
Perceptions of feedback: the use of self-reflection to improve student satisfaction	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
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Who succeeds and who fails? Comparing the impact of admissions and first-year performance on academic success	5
How can learners practice evaluative judgement using qualitative self-assessment?	5
On bot-proofing	5
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	5
Leveraging self-regulated learning to develop L2 students’ feedback literacy in GenAI-mediated writing environments: an intervention study	5
A practical approach to overcoming biases in comparing student performance in higher education	5
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks	5

The role of digital technology in authentic assessment: perspectives of university educators	5
Students’ ‘fast and frugal’ heuristics in SET completion: a preliminary typology	5
A review of the changes in higher education assessment and grading policy during covid-19	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
Exploring the role of peer review in enhancing writing feedback literacy: a comparison of face-to-face and online modes	5
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	5
Feedback, reflection and psychological safety: rethinking assessment for student well-being in higher education	5
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	5
Faculty assessment development in higher education: the CRAFT framework emerging from a systematic literature review	5
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	5
Black Box Assessment: rethinking integrity and learning for a time of Generative AI	4
Ten years of editing Assessment and Evaluation in Higher Education	4
A scientometric review of research on student plagiarism (1970–2022)	4
The power of praise: the central role of affective peer feedback in interest-based learning	4
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	4
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	4
From authentic assessment to authenticity in assessment: broadening perspectives	4
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	4
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	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
Factors associated with online examination cheating	4
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	4
Online learning environments and approaches to learning among international students in China: the mediating roles of teacher- and student-initiated interactions	4
Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice	4
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	4
What does it take to provide effective peer feedback?	4
Self-Positions in student teachers’ perceptions of assessment	4
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	4
Assessment practices in Spanish universities: a nationwide update seven years on	4
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	4
Mathematics self-concept and response pattern in higher education examinations: differences between genders	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	4
Longitudinal effects of feedback from peer, AI, and exemplars on student feedback literacy development: a latent growth curve analysis	4