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Cited by

• 2015Online Formative Assessment in Higher Education: Its Pros and Cons.224 cited
• 2010Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment213 cited
• 2020Two decades of havoc: A synthesis of criticism against PISA181 cited
• 2011Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance141 cited
• 2020Studies of the Effect of Formative Assessment on Student Achievement: So Much More is Needed129 cited
• 2012Academic Motivation Scale: adaptation and psychometric analyses for high school and college students117 cited
• 2020Language assessment literacy: what do we need to learn, unlearn, and relearn?116 cited
• 2012Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education84 cited
• 2016On the supranational spell of PISA in policy79 cited
• 2000Portfolios: Promoting teaching73 cited
• 2013Students' and teachers' views of written feedback at undergraduate level: A literature review72 cited
• 2015The problem of assessing problem solving: can comparative judgement help?67 cited
• 2021Linking Scores with Patient-Reported Health Outcome Instruments: A Validation Study and Comparison of Three Linking Methods65 cited