OOIR: Observatory of International Research

Papers

(The TQCC of Assessment & Evaluation in Higher Education is 9. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-08-01 to 2026-08-01.)

Article	Citations
Processes and outcomes in a curriculum-level student self-assessment intervention: a case study	255
Development and evaluation of two interventions to improve students’ reflection on feedback	188
Disclosing own reasoning while appraising the students’ reasoning: implications for developments in formative assessment in science-engineering education	172
Generative AI-driven feedback in higher education: a scoping review	125
Improvement in the quality of feedback as an indication of the development of evaluative judgement	111
Feedback engagement as a multidimensional construct: a validation study	110
Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence	92
Feedback literacy-as-event: relationality, space and temporality in feedback encounters	89
Beyond the detector trap: a human-centred evidentiary framework for fair academic integrity decisions in the generative AI era	84
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback	83
A dual-cycle peer evaluation model to enhance student feedback literacy: a three-round empirical educational study	78
The final examination of the UK PhD: fit for purpose?	70
‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?	67
How vulnerable are UK universities to cheating with new GenAI tools? A pragmatic risk assessment	64
AI in the gatekeeper’s chair: elite researchers’ perceptions of AI-assisted feedback in journal peer review	62
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method	62
Alternative grading systems and student outcomes: a comparative analysis of motivation, enjoyment, engagement, stress, and perceptions of final grades	61
The effects of gender and training on peer feedback characteristics	55
The reliability of student evaluations of teaching	51
Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs	50
Evaluating the effectiveness of an awareness-based intervention on reducing accent bias in students’ evaluations of instructors	50
Empowering agency through learner-orchestrated self-generated feedback	49
From authentic products to authenticated processes: a systematic conceptual review of authentic assessment in AI-rich higher education	49
Feedback as an epistemic practice	35
Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors	35

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities	33
Towards an ecological understanding of student emotions in feedback: a scoping review	33
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy	31
A systematic review of feedback literacy in higher education: concepts, measurement, and interventions	29
Setting the bar: simulating the effect of admission instruments on student cohorts’ diversity	29
Learning as a peer assessor: evaluating peer-assessment strategies	28
Artificial intelligence and feedback in university education: effectiveness and student perceptions	26
The Impact of Timely Formative Feedback on University Student Motivation	23
Feedback literacy in design-based settings: a study of architecture students	23
Interventions and facilitators of oral assessment performance in higher education: a systematic review	23
Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review	23
Interacting with ChatGPT for internal feedback and factors affecting feedback quality	23
Approaches to feedback on examination performance: research, policy, and practice	23
Unravelling students’ self-feedback in peer-feedback processes: looking beyond the reviewing-receiving dichotomy	22
Integrating GenAI feedback and dialogic peer feedback to improve academic writing performance and revision practices: a quasi-experimental study	22
Is continuous assessment inclusive? An analysis of factors influencing student grades	20
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature	20
Exploring students’ feedback seeking behavior in the context of programmatic assessment	20
How does motivation influence students’ feedback seeking processes?	20
Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention	19
Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta	19
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment	19
The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education	18
What to assess when assessing collaborative assignments: the practitioner perspective	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	16
Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment	16
Do peer assessment ratings reflect individual contributions? Validity evidence from multicultural student teams	16
Using AI to generate formative feedback in doctoral education	16
How the order of performance levels influences rubric engagement and task performance in digital environments?	16
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?	16
Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices	16
Promoting learner self-regulation: is it better to give students exemplars before or after producing work?	16
Assessing engagement with Indigenous perspectives via virtual reality and concepts of ungrading	16
‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment	15
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme	15
Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation	15
In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy	15
The language of assessment: identifying challenging terminology for students and exploring implications for practice	14
Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities	14
Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives	14
Student partnership in assessment in higher education: a systematic review	14
The Peradex: a performance-based assessment approach for adaptive expertise using design scenarios and artificial intelligence	14
A systematic review on peer assessment: intrapersonal and interpersonal factors	14
Developing a college student feedback literacy scale for the GenAI context	14
Academic socialisation through AI and peer feedback in doctoral writing: information and orientation in feedback ecologies	13
Anchoring bias in peer assessment: exploring the impact of recommendations on peer rating value and peer feedback valence	13
Feedback dialogue in intercultural doctoral supervision	13
Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study	13
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance	13

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
Project-based assessment: a scoping review of concepts, implementations, and future directions	12
From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing	12
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback	12
Beyond penalties: a proactive approach to developing student understanding of academic integrity	12
Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy	12
Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study	11
Addressing the shortcomings of the closed-door viva for PhD and doctoral candidates in the UK: a voice for academic examiners	11
Comparing ChatGPT-5 and other GenAI tools in doctoral confirmation: variability, persona effects, and alignment with human feedback	11
Teacher and peer feedback effects on student feedback literacy in disciplinary academic writing	11
Cross-border higher education in Europe and the role of quality assurance agencies	10
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
Authentic assessment in higher education: conceptual evolution, key debates and implications for practice	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
The use and influence of supervisor marking in graduate research project assessment: a scoping review	10
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
Shaping equity through assessment: a multi-institutional analysis of ethnic awarding gaps in UK higher education	9
Collaboration, collusion, and barter-cheating: an analysis of academic help-seeking behaviors	9
Feedback as epistemic formatting : neurodivergent academic labour and the institutional legibility of assessment	9
Flexible assessment: some benefits and costs for students and instructors	9
Teachers’ continuing professional development: using student evaluations to start a dialogue	9
Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education	9
Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?	9
A critical review of the quality of research on quality culture in higher education ¹	9
Supporting postgraduate students’ engagement: an Activity Theory analysis of the impact of a co-designed assessment	9