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Cited by

• 2003Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice960 cited
• 2008Indeterminacy in the use of preset criteria for assessment and grading489 cited
• 2010From Theory to Action: Exploring the Institutional Conditions for Student Retention360 cited
• 2005Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex291 cited
• 2004Mind Maps As Classroom Exercises262 cited
• 2010Assessing for Learning: Building a Sustainable Commitment Across the Institution261 cited
• 2005Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion244 cited
• 2016Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology233 cited
• 2021The Impact of Collaborative Learning on Learners’ Critical Thinking Skills224 cited
• 2017Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices209 cited
• 2008Assessment, Learning and Judgement in Higher Education188 cited
• 2009Grade integrity and the representation of academic achievement180 cited
• 2008Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning162 cited