Assessment & Evaluation in Higher Education

Article	Citations
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	201
Development and evaluation of two interventions to improve students’ reflection on feedback	161
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	139
Improvement in the quality of feedback as an indication of the development of evaluative judgement	90
Generative AI-driven feedback in higher education: a scoping review	85
Feedback engagement as a multidimensional construct: a validation study	84
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	79
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	76
Feedback as an epistemic practice	75
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	65
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	62
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	58
The final examination of the UK PhD: fit for purpose?	56
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	56
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	53
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	51
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	49
The effects of gender and training on peer feedback characteristics	49
The reliability of student evaluations of teaching	45
Empowering agency through learner-orchestrated self-generated feedback	43
Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	40
The Impact of Timely Formative Feedback on University Student Motivation	40
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	37
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	35
Interventions and facilitators of oral assessment performance in higher education: a systematic review	32

Setting the bar: simulating the effect of admission instruments on student cohorts’ diversity	31
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	29
A systematic review of feedback literacy in higher education: concepts, measurement, and interventions	29
Towards an ecological understanding of student emotions in feedback: a scoping review	29
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	28
Learning as a peer assessor: evaluating peer-assessment strategies	28
Approaches to feedback on examination performance: research, policy, and practice	27
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	26
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	26
Feedback literacy in design-based settings: a study of architecture students	24
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	22
Is continuous assessment inclusive? An analysis of factors influencing student grades	22
Integrating GenAI feedback and dialogic peer feedback to improve academic writing performance and revision practices: a quasi-experimental study	21
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	21
How does motivation influence students’ feedback seeking processes?	21
Exploring students’ feedback seeking behavior in the context of programmatic assessment	21
Unravelling students’ self-feedback in peer-feedback processes: looking beyond the reviewing-receiving dichotomy	21
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	20
What to assess when assessing collaborative assignments: the practitioner perspective	19
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	19
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	18
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	18
Programmatic assessment: a literature review of challenges, opportunities and useful tools to support student transition to the workplace	17
Do peer assessment ratings reflect individual contributions? Validity evidence from multicultural student teams	17
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?	17
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	17
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	16
How the order of performance levels influences rubric engagement and task performance in digital environments?	16
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	16
Using AI to generate formative feedback in doctoral education	16
The language of assessment: identifying challenging terminology for students and exploring implications for practice	15
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	15
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation	14
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	14
Developing a college student feedback literacy scale for the GenAI context	14
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	14
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	13
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	13
Feedback dialogue in intercultural doctoral supervision	13
A systematic review on peer assessment: intrapersonal and interpersonal factors	13
The Peradex: a performance-based assessment approach for adaptive expertise using design scenarios and artificial intelligence	13
Academic socialisation through AI and peer feedback in doctoral writing: information and orientation in feedback ecologies	13
Comparing ChatGPT-5 and other GenAI tools in doctoral confirmation: variability, persona effects, and alignment with human feedback	13
Student partnership in assessment in higher education: a systematic review	13
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	12
Beyond penalties: a proactive approach to developing student understanding of academic integrity	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	12

Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	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
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	11
The use and influence of supervisor marking in graduate research project assessment: a scoping review	11
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	11
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	10
Authentic assessment: from panacea to criticality	10
Towards a framework for designing and evaluating online assessments in business education	10
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	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
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	10
Cross-border higher education in Europe and the role of quality assurance agencies	10
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	10
A critical review of the quality of research on quality culture in higher education 1	9
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	9
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	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
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	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
Teacher feedback literacy as an emerging field: a scoping review	8
Flexible assessment: some benefits and costs for students and instructors	8
Balancing pedagogical innovation with psychological safety?	8
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	8
Self-assessment design in a digital world: centring student agency	8
Supporting postgraduate students’ engagement: an Activity Theory analysis of the impact of a co-designed assessment	8
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	8
Correction	8
Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions	7
A peer review model for supervised work Integrated learning assessment: design principles and implementation framework	7
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	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
Playing by the many rules: taught masters and their assessment regulations	7
AI feedback literacy in higher education: understanding, measuring, and predicting student feedback uptake	7
Does perception mean learning? Insights from an online peer feedback setting	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
Dialogism in feedback literacies: a critical review	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
Feedback practices in journal peer-review: a systematic literature review	6
Are assessment accommodations cheating? A critical policy analysis	6
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	6
How university students work on assessment tasks with generative artificial intelligence: matters of judgement	6
Assessment design through co-design: reimagining assessment design practices in higher education	6
An empirical study of Chinese EFL student writers’ use of GenAI feedback during revision: perceptions, engagement and motivational impact	6
Feedback encounters in doctoral supervision: the role of generative AI chatbots	6
Perceptions of feedback: the use of self-reflection to improve student satisfaction	6
Developing evaluative judgement for a time of generative artificial intelligence	6
Student contributions to quality assurance in higher education: a systematic literature review	6
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	6
Bridging AI and pedagogy: how AI-adaptive feedback shapes Chinese EFL students’ writing engagement, metacognitive writing strategies, and writing performance	6
Interview assessment as compressed judgement: how evidence becomes recognisable under interactional constraint	6
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	6
Beyond either-or: a multimodal framework for balancing rigor, fairness and engagement in higher education	6
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	6
Who succeeds and who fails? Comparing the impact of admissions and first-year performance on academic success	6
Connecting students’ descriptions of classroom assessment in higher education with wellness	6
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study	6
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	6
Consistency in providing peer feedback: the role of individual and situational factors	6
Context-aware GenAI feedback for fostering student feedback literacy and informing revision decisions in social science writing	6
Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy	6
The human touch of feedback: students’ experiences of CARE in peer versus AI-generated feedback	6
How can learners practice evaluative judgement using qualitative self-assessment?	5
Leveraging self-regulated learning to develop L2 students’ feedback literacy in GenAI-mediated writing environments: an intervention study	5
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	5
Exploring L2 students’ feedback literacy development through a pedagogically customised digital platform	5
Enhancing statistics education through student-generated data and authentic assessment	5
Examining university instructors’ continuance intentions for online assessment: the role of safeguards, openness and cognitive reactions	5
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks	5
The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version	5
Faculty assessment development in higher education: the CRAFT framework emerging from a systematic literature review	5
A review of the changes in higher education assessment and grading policy during covid-19	5

A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	5
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Measuring reflective thinking in research-based learning: a scale development and initial validation study	5
On bot-proofing	5
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	5
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	5
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	5
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	5
Feedback, reflection and psychological safety: rethinking assessment for student well-being in higher education	5
Exploring the role of peer review in enhancing writing feedback literacy: a comparison of face-to-face and online modes	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
Mathematics self-concept and response pattern in higher education examinations: differences between genders	4
A practical approach to overcoming biases in comparing student performance in higher education	4
Ten years of editing Assessment and Evaluation in Higher Education	4
Self-Positions in student teachers’ perceptions of assessment	4
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	4
A scientometric review of research on student plagiarism (1970–2022)	4
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	4
Assessment practices in Spanish universities: a nationwide update seven years on	4
Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice	4
The power of praise: the central role of affective peer feedback in interest-based learning	4
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	4
Longitudinal effects of feedback from peer, AI, and exemplars on student feedback literacy development: a latent growth curve analysis	4
Black Box Assessment: rethinking integrity and learning for a time of Generative AI	4
Online learning environments and approaches to learning among international students in China: the mediating roles of teacher- and student-initiated interactions	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
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	4
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	4
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks	3
How does grade inflation affect student evaluation of teaching?	3
What does it take to provide effective peer feedback?	3
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	3
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	3
Lacking the ‘personal touch’: students’ perceptions of generative artificial intelligence in assessment feedback	3
Designing assessment for inclusion: an exploration of diverse students’ assessment experiences	3
What should we be assessing exactly? Higher education staff narratives on gen AI integration of assessment in a postplagiarism era	3
When technological momentum overshadows pedagogical alignment: a systematic review of AI-generated formative feedback in higher education	3
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	3
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	3
Factors associated with online examination cheating	3
Student voice in assessment and feedback (2011–2022): a systematic review	3
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	3
Same grade for different reasons, different grades for the same reason?	3
From authentic assessment to authenticity in assessment: broadening perspectives	3
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	3
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	3
Assessment cultures in transition: translating health professions education principles for higher education	3