Assessment & Evaluation in Higher Education

Papers
(The TQCC of Assessment & Evaluation in Higher Education is 10. 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 2020-02-01 to 2024-02-01.)
ArticleCitations
The power of internal feedback: exploiting natural comparison processes110
Reconsidering student feedback literacy from an ecological perspective90
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching87
Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education58
What feedback literate teachers do: an empirically-derived competency framework56
Formative assessment as practice: the role of students’ motivation49
Assignment outsourcing: moving beyond contract cheating44
Authentic feedback: supporting learners to engage in disciplinary feedback practices44
The effectiveness of formative assessment: student views and staff reflections43
Unbiased, reliable, and valid student evaluations can still be unfair43
When old becomes new: a case study of oral examination as an online assessment tool40
Student wellbeing and assessment in higher education: the balancing act34
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses34
Contract cheating in higher education: a systematic literature review and future research agenda33
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature33
‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models32
Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions32
Student agency in feedback: beyond the individual32
Self-assessment is about more than self: the enabling role of feedback literacy30
Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought29
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy27
Educators’ perceptions of responsibility-sharing in feedback processes27
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions27
Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy25
A collaborative learning approach to dialogic peer feedback: a theoretical framework24
Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges24
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy24
‘Mess, stress and trauma’: students’ experiences of formal contract cheating processes23
Developing student feedback literacy through self and peer assessment interventions23
A four-dimensional conceptual framework for student assessment literacy in holistic competency development23
An analysis of teamwork based on self and peer evaluation in higher education23
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review22
Attitudes and understanding are only part of the story: self-control, age and self-imposed pressure predict plagiarism over and above perceptions of seriousness and understanding22
Factors influencing students’ peer feedback uptake: instructional design matters22
Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being22
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning22
The quality of assessment tasks as a determinant of learning21
The student evaluation of teaching and likability: what the evaluations actually measure21
Students cheat more often from those known to them: situation matters more than the individual21
Does student agency benefit student learning? A systematic review of higher education research21
Supervisory feedback across disciplines: does it meet students’ expectations?20
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context19
“Check the grade, log out”: students’ engagement with feedback in learning management systems19
Feedback cultures, histories and literacies: international postgraduate students’ experiences18
Exploring the notion of teacher feedback literacies through the theory of practice architectures18
A dialogic technology-mediated model of feedback uptake and literacy18
Supervisory feedback to postgraduate research students: a literature review18
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-1917
What constitutes high quality higher education pedagogical research?17
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis17
Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies17
Developing and validating a student feedback literacy scale17
Defining and measuring authentic assessment: a case study in the context of tertiary science17
Changes in the reliability and validity of peer assessment across the college years17
First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement16
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university16
Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews16
Contract cheating: To legislate or not to legislate - is that the question?16
Peer assessment as a learning and self-assessment tool: a look inside the black box16
Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy15
Can professors buy better evaluation with lenient grading? The effect of grade inflation on student evaluation of teaching15
The impact of content co-creation on academic achievement15
A systematic review of the educational uses and effects of exemplars15
Supporting student and teacher feedback literacy: an instructional model for student feedback processes15
Learning to improve the quality peer feedback through experience with peer feedback14
Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback14
How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers13
The assessment arms race and the evolution of a university’s assessment practices13
The impact of disadvantage on higher education engagement during different delivery modes: a pre- versus peri-pandemic comparison of learning analytics data12
Designing assessment in a digital world: an organising framework12
The effects of rubrics on evaluative judgement: a randomised controlled experiment12
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback12
When academic integrity rules should not apply: a survey of academic staff12
Grade inflation versus grade improvement: Are our students getting more intelligent?12
Developing the relational in teacher feedback literacy: exploring feedback talk12
Researching student agency in digital education as if the social aspects matter: students’ experience of participatory dimensions of online peer assessment12
Beyond satisfaction scores: visualising student comments for whole-of-course evaluation12
Designing the digital in authentic assessment: is it fit for purpose?12
Student perspectives on assessment: connections between self and society12
University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender12
Feedforward practices: a systematic review of the literature11
Online peer feedback on video presentations: type of feedback and improvement of presentation skills11
Student perceptions of student evaluations: enabling student voice and meaningful engagement11
Self-assessment complements peer assessment for undergraduate students in an academic writing task11
Does quality work work? A systematic review of academic literature on quality initiatives in higher education10
Signature feedback practices in the creative arts: integrating feedback within the curriculum10
Navigating assessed coursework to build and validate professional identities: the experiences of fifteen international students in the UK10
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education10
How is theory used in assessment and feedback research? A critical review10
Can students’ feedback literacy be improved? A scoping review of interventions10
Which are the predictors of perceived employability? An approach based on three studies10
Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests10
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