Assessment & Evaluation in Higher Education

Article	Citations
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	133
Development and evaluation of two interventions to improve students’ reflection on feedback	133
Improvement in the quality of feedback as an indication of the development of evaluative judgement	85
Feedback engagement as a multidimensional construct: a validation study	61
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	60
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	56
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	53
The reliability of student evaluations of teaching	52
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	52
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	50
The final examination of the UK PhD: fit for purpose?	48
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	48
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	44
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	37
The effects of gender and training on peer feedback characteristics	35
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	35
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	35
Empowering agency through learner-orchestrated self-generated feedback	34
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	33
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	33
Learning as a peer assessor: evaluating peer-assessment strategies	31
Towards an ecological understanding of student emotions in feedback: a scoping review	31
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	30
The Impact of Timely Formative Feedback on University Student Motivation	30
Interventions and facilitators of oral assessment performance in higher education: a systematic review	28

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	28
Designing assessment in a digital world: an organising framework	27
Enabling feedback seeking, agency and uptake through dialogic screencast feedback	27
Approaches to feedback on examination performance: research, policy, and practice	27
Exploring students’ feedback seeking behavior in the context of programmatic assessment	26
Noncognitive skills and critical thinking predict undergraduate academic performance	25
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	25
How does motivation influence students’ feedback seeking processes?	24
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	24
Is continuous assessment inclusive? An analysis of factors influencing student grades	23
Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust	22
How the order of performance levels influences rubric engagement and task performance in digital environments?	22
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	22
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	22
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	21
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	20
Reciprocity in college teaching: a big data study based on online student evaluation of 919,750 professors	19
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Approaches to written assignments -how students write, and instructors read	19
Programmatic assessment: a literature review of challenges, opportunities and useful tools to support student transition to the workplace	18
Using AI to generate formative feedback in doctoral education	18
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	17
Cheating as a prosocial act? Helping others with academic cheating is related to social goals and cooperative norms	16
What to assess when assessing collaborative assignments: the practitioner perspective	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
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	16
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	16
A mixed blessing: student engagement in emergency online learning during COVID-19 in China	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	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 systematic review on peer assessment: intrapersonal and interpersonal factors	14
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	14
Student partnership in assessment in higher education: a systematic review	14
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	14
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning	13
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	13
Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method	13
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	13
Beyond penalties: a proactive approach to developing student understanding of academic integrity	13
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	13
Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback	12
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective	12
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12
Authentic assessment: from panacea to criticality	12
Who cares about grade inflation? The role of institutional policy in regulating course grades in higher education	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	12

Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	12
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	12
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	11
An empirical study of peer feedback in translation didactics: quality, response and student perceptions	11
A critical review of the quality of research on quality culture in higher education 1	11
Understanding the place and value of GenAI feedback: a recognition-based framework	11
Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature	10
We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation	10
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	10
Teachers’ continuing professional development: using student evaluations to start a dialogue	10
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	10
More pain, more gain? Extricating the effect of student involvement in rubric co-construction	10
Flexible assessment: some benefits and costs for students and instructors	10
Self-assessment design in a digital world: centring student agency	10
Engaging in a collaborative space: exploring the substance and impact of peer review conversations	9
Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions	9
Balancing pedagogical innovation with psychological safety?	9
Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content	9
Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies	9
A systematic-narrative review of performance-based assessments of critical thinking in higher education	9
Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback	9
The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms	8
Playing by the many rules: taught masters and their assessment regulations	8
AI feedback literacy in higher education: understanding, measuring, and predicting student feedback uptake	8
What do examiners look for in a PhD thesis? Explicit and implicit criteria used by examiners across disciplines	8
Correction	8
Ordered or scrambled: how the forward sequencing of multiple choice questions affects test item scores	8
Bridging AI and pedagogy: how AI-adaptive feedback shapes Chinese EFL students’ writing engagement, metacognitive writing strategies, and writing performance	7
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?	7
Quantifying halo effects in students’ evaluation of teaching: a response to Michela	7
How university students work on assessment tasks with generative artificial intelligence: matters of judgement	7
Feedback encounters in doctoral supervision: the role of generative AI chatbots	7
Assessment planning at the program-level: a higher education policy review in Australia	7
Does perception mean learning? Insights from an online peer feedback setting	7
Students’ motivations for feedback seeking: the value of combined monitoring and inquiry	7
Assessing the sequencing of learning objectives in a study program using evidence-based practice	7
An empirical study of Chinese EFL student writers’ use of GenAI feedback during revision: perceptions, engagement and motivational impact	7
Dialogism in feedback literacies: a critical review	7
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing	7
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study	7
Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy	6
Connecting students’ descriptions of classroom assessment in higher education with wellness	6
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being	6
Feedback, reflection and psychological safety: rethinking assessment for student well-being in higher education	6
Are assessment accommodations cheating? A critical policy analysis	6
Developing evaluative judgement for a time of generative artificial intelligence	6
Understanding students’ perceptions of fairness in group work assessment: key conditions and implications	6
Feedback practices in journal peer-review: a systematic literature review	6
Student contributions to quality assurance in higher education: a systematic literature review	6
The role of digital technology in authentic assessment: perspectives of university educators	6
Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy	6
Consistency in providing peer feedback: the role of individual and situational factors	6
Bounded innovation or agency drift? Developments in European higher education quality assurance	6
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks	6
Enhancing statistics education through student-generated data and authentic assessment	6
Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics	5
Mathematics self-concept and response pattern in higher education examinations: differences between genders	5
Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice	5
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback	5
Collusion is still a tricky topic: student perspectives of academic integrity using assessment-specific examples in a science subject	5
Examining university instructors’ continuance intentions for online assessment: the role of safeguards, openness and cognitive reactions	5
Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments	5
Learner experience in artificial intelligence-scaffolded argumentation	5
‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback	5
Self-Positions in student teachers’ perceptions of assessment	5
Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction	5
A practical approach to overcoming biases in comparing student performance in higher education	5
How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice	5
Measuring what learners do in feedback: the feedback literacy behaviour scale	5
Perceptions of feedback: the use of self-reflection to improve student satisfaction	5
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations	5
Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong	5
Feedback literacy matters: unlocking the potential of learning analytics-based feedback	5
Ten years of editing Assessment and Evaluation in Higher Education	5
Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices	5
A review of the changes in higher education assessment and grading policy during covid-19	5
Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing	5
How can learners practice evaluative judgement using qualitative self-assessment?	5
Higher education quality assurance in Central Europe – Beyond accreditation towards divergence	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
Rubric co-creation to promote quality, interactivity and uptake of peer feedback	5
Improving study admission through entry diagnostics using a validated subject-specific test	4
Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback	4
Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing	4
What should we be assessing exactly? Higher education staff narratives on gen AI integration of assessment in a postplagiarism era	4
Online learning environments and approaches to learning among international students in China: the mediating roles of teacher- and student-initiated interactions	4
What does it take to provide effective peer feedback?	4
Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review	4
‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment	4
Purposes and tensions in organising knowledge: trajectories of student evaluations in two research universities	4
Behind the grades: co-constructing fairness to reach agreement in evaluative judgement	4
Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education	4
Are students barking up the wrong tree? A causal model of factors driving effective student–faculty interactions	4
Factors associated with online examination cheating	4
From authentic assessment to authenticity in assessment: broadening perspectives	4
Same grade for different reasons, different grades for the same reason?	4
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks	4
‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments	4
Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials	4