Assessment & Evaluation in Higher Education

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 2020-11-01 to 2024-11-01.)
ArticleCitations
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching116
What feedback literate teachers do: an empirically-derived competency framework80
Contract cheating in higher education: a systematic literature review and future research agenda51
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature50
Self-assessment is about more than self: the enabling role of feedback literacy48
Student agency in feedback: beyond the individual47
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought40
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being35
Designing assessment in a digital world: an organising framework34
Does student agency benefit student learning? A systematic review of higher education research33
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices33
Designing the digital in authentic assessment: is it fit for purpose?32
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review31
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy30
Supporting student and teacher feedback literacy: an instructional model for student feedback processes29
Developing and validating a student feedback literacy scale29
Students cheat more often from those known to them: situation matters more than the individual29
Developing student feedback literacy through self and peer assessment interventions28
The student evaluation of teaching and likability: what the evaluations actually measure28
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning28
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy28
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis26
Defining and measuring authentic assessment: a case study in the context of tertiary science26
Supervisory feedback to postgraduate research students: a literature review25
First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement24
A dialogic technology-mediated model of feedback uptake and literacy24
Feedback cultures, histories and literacies: international postgraduate students’ experiences23
Exploring the notion of teacher feedback literacies through the theory of practice architectures23
Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback22
Contract cheating: To legislate or not to legislate - is that the question?21
Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews21
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university21
Can students’ feedback literacy be improved? A scoping review of interventions20
Feedforward practices: a systematic review of the literature20
Appearance, insults, allegations, blame and threats: an analysis of anonymous non-constructive student evaluation of teaching in Australia20
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-1919
A systematic review on peer assessment: intrapersonal and interpersonal factors19
A systematic review of the educational uses and effects of exemplars17
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data17
How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers17
A review of the changes in higher education assessment and grading policy during covid-1916
A systematic review on the learning outcomes in entrepreneurship education within higher education settings15
Online peer feedback on video presentations: type of feedback and improvement of presentation skills15
Developing the relational in teacher feedback literacy: exploring feedback talk15
Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework14
Navigating feedback practices across learning contexts: implications for feedback literacy14
Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers14
Signature feedback practices in the creative arts: integrating feedback within the curriculum14
Implementing assessment as learning in the L2 writing classroom: a Chinese case14
University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender14
The effects of rubrics on evaluative judgement: a randomised controlled experiment14
How is theory used in assessment and feedback research? A critical review13
Developing digital creativity through authentic assessment13
Designing assessment for inclusion: an exploration of diverse students’ assessment experiences13
From authentic assessment to authenticity in assessment: broadening perspectives13
Self-assessment complements peer assessment for undergraduate students in an academic writing task13
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback13
Making internal feedback explicit: harnessing the comparisons students make during two-stage exams13
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education13
A four-dimensional framework for teacher assessment literacy in holistic competencies13
Which are the predictors of perceived employability? An approach based on three studies13
What is unique about high performing students? Exploring personality, motivation and competitiveness13
Factors associated with online examination cheating13
Stress, distress, disorder and coping: the impact of anonymous student evaluation of teaching on the health of higher education teachers12
Towards a framework for designing and evaluating online assessments in business education12
Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy12
Student perspectives on assessment: connections between self and society12
Students’ use of evaluative judgement in an online peer learning community12
A mixed blessing: student engagement in emergency online learning during COVID-19 in China11
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work11
Assessing students’ peer feedback literacy in writing: scale development and validation11
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests11
Conceptualising evaluative judgement in the context of holistic competency development: results of a Delphi study11
Enabling feedback seeking, agency and uptake through dialogic screencast feedback11
Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education11
The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing10
Student satisfaction with use of an online peer feedback system10
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions10
Assessment cultures in higher education: reducing barriers and enabling change10
Enhancing graduate employability skills and student engagement through group video assessment10
Drivers for authenticity: student approaches and responses to an authentic assessment task10
Spanish contract cheating website marketing through search engine advertisements10
What makes students contribute more peer feedback? The role of within-course experience with peer feedback9
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing9
ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review9
Discrimination against academics and career implications of student evaluations: university policy versus legal compliance9
Student partnership in assessment in higher education: a systematic review9
Beyond open book versus closed book: a taxonomy of restrictions in online examinations9
Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue9
Exploring students’ feedback seeking behavior in the context of programmatic assessment9
Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning9
Connecting teacher and student assessment literacy with self-evaluation and peer feedback9
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