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Cited by

• 2007Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1420 cited
• 2007The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis380 cited
• 1998The reflective (and competent) practitioner: a model of professional competence which seeks to harmonise the reflective practitioner and competence‐based approaches348 cited
• 1997Assessment as a tool for learning334 cited
• 1996Learning outcomes in higher education326 cited
• 2006Typology of knowledge, skills and competences : clarification of the concept and prototype322 cited
• 1997Key concepts in adult education and training222 cited
• 2008Assessment, Learning and Judgement in Higher Education188 cited
• 2002Competence, competency and competencies: performance assessment in organisations176 cited
• 1995The Impact of Innovative Assessment on Student Learning162 cited
• 2010The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu152 cited
• 2010Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin?131 cited
• 2015The German dual vocational education and training system as ‘good practice’?