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Cited by

• 2011Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance141 cited
• 2021Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing98 cited
• 2007The validity of collaborative assessment for learning97 cited
• 2013Educational assessment in Norway96 cited
• 2019Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania92 cited
• 2014Fairness as a multifaceted quality in classroom assessment88 cited
• 2020Aiding culturally responsive assessment in schools in a globalising world84 cited
• 2007At the end of a huge crit in the summer, it was crap I'd worked really hard but all she said was fine and I was gutted.83 cited
• 2005Principles for literacy assessment82 cited
• 2019Classroom Assessment and Educational Measurement79 cited
• 2011Assessment for learning in the accountability era: New Zealand76 cited
• 2015Feedback to support learning: changes in teachers’ practice and beliefs68 cited
• 2009Student Perspectives of Peer Assessment for Learning in a Public Speaking Course68 cited
• 2011Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom