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Cited by

• 2012Formative assessment at the crossroads: conformative, deformative and transformative assessment216 cited
• 1991Psychometricians’ Beliefs About Learning216 cited
• 1995Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.136 cited
• 1990Inflated Test Score Gains: Is the Problem Old Norms or Teaching the Test?128 cited
• 1999Changing assessment: Washback on teacher perceptions and actions108 cited
• 1993Formative Assessment: some theoretical problems and empirical questions94 cited
• 2003Chapter 2: Assessment as a Policy Tool85 cited
• 2005Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney, Australia81 cited
• 1993Integrating Theory and Practice Through Instructional Assessment77 cited
• 2010Washback of an oral assessment system in the EFL classroom76 cited
• 1999Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving75 cited
• 1992A Psychometric Perspective on Authentic Measurement71 cited
• 2016The influence of high-stakes testing on teacher self-efficacy and job-related stress71 cited
• 2008Washback, Impact and Consequences