| The development of student feedback literacy: enabling uptake of feedback |
105 |
| What makes for effective feedback: staff and student perspectives |
40 |
| Authentic assessment: creating a blueprint for course design |
23 |
| Examining the nature and effects of feedback dialogue |
19 |
| Implementing summative assessment with a formative flavour: a case study in a large class |
18 |
| Feedback loops and the longer-term: towards feedback spirals |
18 |
| Can markers detect contract cheating? Results from a pilot study |
16 |
| Feeling feedback: students' emotional responses to educator feedback |
15 |
| Peer feedback on academic writing: undergraduate students' peer feedback role, peer feedback perceptions and essay performance |
15 |
| 'Just turn to us': the persuasive features of contract cheating websites |
15 |
| Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback |
15 |
| Academics' perceptions of the benefits and challenges of self and peer assessment in higher education |
15 |
| Spanish university assessment practices: examination tradition with diversity by faculty |
14 |
| Contract cheating and assessment design: exploring the relationship |
12 |
| You don't always get what you pay for: User experiences of engaging with contract cheating sites |
12 |
| The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis |
12 |
| The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education |
12 |
| The challenges of feedback in higher education |
12 |
| Correlations, trends and potential biases among publicly accessible web-based student evaluations of teaching: a large-scale study of RateMyProfessors.com data |
11 |
| Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study |
11 |
| Students' perceptions of the role of assessments at higher education |
11 |
| An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading |
10 |
| Understanding student engagement with peer feedback on master's theses: a Macau study |
9 |
| Giving or receiving feedback: which is more beneficial to students' learning? |
9 |
| A feedback model for data-rich learning experiences |
9 |
| Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments |
9 |
| Investigating academic dishonesty among Chinese undergraduate students: does gender matter? |
9 |
| Prompting undergraduate students' metacognition of learning: implementing meta-learning' assessment tasks in the biomedical sciences |
8 |
| To do or not to do with feedback. A study of undergraduate students' engagement and use of feedback within a portfolio assessment design |
8 |
| Online self-assessment and peer-assessment as a tool to enhance student-teachers' assessment skills |
8 |
| Oral presentations in higher education: a comparison of the impact of peer and teacher feedback |
8 |
| Peer assessment effects on the self-assessment process of first-year undergraduates |
8 |
| Self-assessment to incite learning in higher education: developing ontological awareness |
7 |
| Using technology to facilitate effective assessment for learning and feedback in higher education |
7 |
| Introducing a scalable peer feedback system for learning teams |
7 |
| Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students |
7 |
| Conventional or sustainable? Chinese university students' thinking about feedback used in their English lessons |
6 |
| Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university |
6 |
| Exploring tertiary English as a Foreign Language writing tutors' perceptions of the appropriateness of peer assessment for writing |
6 |
| The impact of anonymous marking on students' perceptions of fairness, feedback and relationships with lecturers |
6 |
| Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education |
6 |
| Qualitative differences in academics' conceptions of e-assessment |
6 |
| The alignment of written peer feedback with draft problems and its impact on revision in peer assessment |
6 |
| Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand |
6 |
| Are we educating educators about academic integrity? A study of UK higher education textbooks |
6 |
| Using peer and teacher-student exemplar dialogues to unpack assessment standards: challenges and possibilities |
6 |
| Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities |
5 |
| Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities |
5 |
| Why bother? Student motivation to participate in student evaluations of teaching |
5 |
| Students' learning outcomes and peer rating accuracy in compulsory and voluntary online peer assessment |
5 |
