Student feedback literacy has been the subject of much conceptual literature; however, relatively little intervention research has investigated how and if it can be developed. Further, no evaluation of the current empirical literature has been conducted to assess which elements of feedback literacy can be successfully improved in practice, and…

Students' emotions have been increasingly examined in feedback research. Socioculturally positioned research has particularly noted that emotions do not exist in a vacuum but are contextually situated, which also holds true for feedback encounters. In this scoping review, we provide a synthesis of earlier studies on emotions in feedback in higher…

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather…

Increasing pressure is being placed on governments and legislators in different countries to take action against assignment outsourcing in higher education. Global discussions focus on prohibiting commercial outsourcing providers, such as contract cheating services. Despite evidence to suggest that outsourcing behaviours by students are…

Current approaches used by educational institutions to address the problem of student cheating are not working. This is because the discourse of academic integrity that currently dominates is, on its own, inadequate for addressing the problem. We propose that in order for higher education institutions to challenge cheating effectively, they need…

That the manifestation of cheating varies between disciplines is rarely discussed, an unspoken assumption being that assessment takes the form of written prose supported by a bibliography. Students and academics from disciplines, such as mathematics, not fitting this model can feel that their work is regarded as an aberration. 'Plagiarism' is not…

Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one's own or another's task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in…

Peer assessment training was motivated, developed and evaluated to address fairness in higher education group learning. Team-centric pedagogies, such as team-based learning have been shown to improve engagement and learning outcomes. For many instructors using teams, peer assessments are integral for monitoring team performance and ensuring…

Student evaluation of teaching (SET) is important for assessing university instructors' performance. However, this system seems biased as students' grade expectations result in rewards or penalties in SET. As a fair evaluation of grades became difficult during the COVID-19 pandemic, universities implemented a relaxed grade policy that expanded the…

Research on student and teacher feedback literacies is currently a flourishing sub-field of higher education, as scholars seek to address the durable and dissatisfying dilemmas that feedback processes represent. To date, however, higher education scholarship has been dominated by cognitive and humanist conceptions of feedback literacies, with the…

Student evaluations of teachers (SETs) are often used to evaluate teachers' performance in higher education. However, several factors unrelated to performance can lead to biased SETs. The present experimental research was designed to examine whether native or non-native teachers could be evaluated differently by students in higher education. In…

The importance of language in the learning process of students has been studied extensively. However, little attention has been paid to the role language plays in the assessment of student writings. Students and instructors at a liberal arts and sciences college were interviewed to reveal their approaches to written assignments. The aim was to…

Anonymous peer feedback has long been used as a common activity in higher education, yet few studies have systematically tracked students' perceived comfort levels over time, and even fewer have compared givers' and receivers' comfort under this intervention. To address this gap, the present study tracked 40 Chinese university students over eight…

Within the new feedback paradigm, the concept of student and teacher feedback literacy is gaining more and more attention, with most studies focussing on what it entails and how it can be supported by design. This paper contributes to this, by focussing on what students can do with feedback information. It proposes an instructional model for…

In recent years, there has been a growing body of research on student voice in the context of higher education, generating significant insights for pedagogical improvement. This systematic literature review aims to examine studies on student voice from 2011 to 2022, specifically those concerned with assessment and feedback in higher education. The…