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h5 指数:58
h5 中位数:87

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2017-2021 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

标题/作者	引用次数	年份
The development of student feedback literacy: enabling uptake of feedback D Carless, D Boud Assessment & Evaluation in Higher Education 43 (8), 1315-1325	799	2018
What makes for effective feedback: staff and student perspectives P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, ... Assessment & Evaluation in Higher Education 44 (1), 25-36	282	2019
Assessment rubrics: towards clearer and more replicable design, research and practice P Dawson Assessment & Evaluation in Higher Education 42 (3), 347-360	269	2017
Feedback on feedback practice: perceptions of students and academics E Mulliner, M Tucker Assessment & Evaluation in Higher Education 42 (2), 266-288	267	2017
Researching feedback dialogue: an interactional analysis approach R Ajjawi, D Boud Assessment & Evaluation in Higher Education 42 (2), 252-265	230	2017
‘Now that’s the feedback I want!’Students’ reactions to feedback on graded work and what they do with it E Pitt, L Norton Assessment & Evaluation in Higher Education 42 (4), 499-516	210	2017
Authentic assessment: creating a blueprint for course design V Villarroel, S Bloxham, D Bruna, C Bruna, C Herrera-Seda Assessment & Evaluation in Higher Education 43 (5), 840-854	200	2018
Formative and shared assessment in higher education. Lessons learned and challenges for the future V López-Pastor, A Sicilia-Camacho Assessment & Evaluation in Higher Education 42 (1), 77-97	182	2017
Staff student partnership in assessment: enhancing assessment literacy through democratic practices SJ Deeley, C Bovill Assessment & Evaluation in Higher Education 42 (3), 463-477	176	2017
Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance B Huisman, N Saab, J van Driel, P van den Broek Assessment & Evaluation in Higher Education 43 (6), 955-968	166	2018
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback T Wanner, E Palmer Assessment & Evaluation in Higher Education 43 (7), 1032-1047	161	2018
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education C Adachi, JHM Tai, P Dawson Assessment & Evaluation in Higher Education 43 (2), 294-306	159	2018
Feedback loops and the longer-term: towards feedback spirals D Carless Assessment & Evaluation in Higher Education 44 (5), 705-714	156	2019
A cyclical self-assessment process: towards a model of how students engage in self-assessment Z Yan, GTL Brown Assessment & Evaluation in Higher Education 42 (8), 1247-1262	130	2017
Assessment for learning: a catalyst for student self-regulation E Hawe, H Dixon Assessment & Evaluation in Higher Education 42 (8), 1181-1192	127	2017
Developing a learning-centred framework for feedback literacy E Molloy, D Boud, M Henderson Assessment & Evaluation in Higher Education 45 (4), 527-540	127	2020
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis B Huisman, N Saab, P van den Broek, J van Driel Assessment & Evaluation in Higher Education 44 (6), 863-880	125	2019
Implementing summative assessment with a formative flavour: a case study in a large class J Broadbent, E Panadero, D Boud Assessment & Evaluation in Higher Education 43 (2), 307-322	125	2018
Examining the nature and effects of feedback dialogue R Ajjawi, D Boud Assessment & Evaluation in Higher Education 43 (7), 1106-1119	125	2018
Managing dialogic use of exemplars D Carless, KKH Chan Assessment & Evaluation in Higher Education 42 (6), 930-941	124	2017

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