Automated Assessment in Higher Education

12. Sources and Further Reading

 Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. 

Divjak, B., Žugec, B., Pažur Aničić, K. (2022). E-assessment in mathematics in higher education: A student perspective. International Journal of Mathematical Education in Science and Technology. 

Divjak, B., Svetec, B., Horvat, D. (2025). Generative AI in Mathematics Education: Analysing Student Performance and Perceptions over Three Academic Years. International Journal of Technology Enhanced Learning. In the process of being published.

Ifenthaler, D. (2023). Investigating self-assessment use in higher education with learning analytics. Journal of Computer Assisted Learning, 39(1), 222–233. 

Flodén, J. (2025). Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT. British Educational Research Journal. 

Khasawneh, M. A. S., Aladini, R., Assi, N., Rawashdeh, H. (2025). The effect of using artificial intelligence-based feedback in electronic portfolios on EFL students’ academic emotion regulation and mindfulness. Language Testing in Asia, 15(1), 10. 

Kumar, H., Xiao, R., Lawson, B., Musabirov, I., Shi, J., Wang, X., Luo, H., Williams, J., Rafferty, A., Stamper, J., Liut, M. (2024). Supporting self-reflection at scale with large language models: Insights from randomized field experiments in classrooms. 

Panadero, E., Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. 

Ramesh, D., Sanampudi, S. K. (2021). An automated essay scoring systems: A systematic literature review. Artificial Intelligence Review, 55, 2495–2527.