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Cited by

• 1998Assessment and Classroom Learning: a deductive approach186 cited
• 2015‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature160 cited
• 1997Evaluation as Advocacy158 cited
• 2003What Guides Evaluation? A Study of How Evaluation Practice Maps onto Evaluation Theory156 cited
• 2003Utilization Effects of Participatory Evaluation148 cited
• 1998Toward a theoretical model of evaluation utilization123 cited
• 2006AMEE Education Guide no. 29: Evaluating educational programmes122 cited
• 1996A World Larger than Formative and Summative107 cited
• 1996The Nominal Group Technique: extending the evaluation of students' teaching and learning experiences106 cited
• 1997Toward distinguishing empowerment evaluation and placing it in a larger context101 cited
• 2013The State of the Empirical Research Literature on Stakeholder Involvement in Program Evaluation96 cited
• 1995Establishing evaluative conclusions: A distinction between general and working logic95 cited
• 2008Toward Policy-Relevant Benchmarks for Interpreting Effect Sizes: Combining Effects With Costs95 cited
• 2002The State of Cost-Benefit and Cost-Effectiveness Analyses in Education