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Cited by

• 2016A cyclical self-assessment process: towards a model of how students engage in self-assessment275 cited
• 2019Teacher assessment literacy: A three-dimensional model244 cited
• 2015Accuracy in student self-assessment: directions and cautions for research210 cited
• 2013Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation193 cited
• 2020A critical review of the arguments against the use of rubrics191 cited
• 2015Formative assessment – an optimistic but incomplete vision187 cited
• 2019Classroom assessment as the co-regulation of learning185 cited
• 2015International trends in the implementation of assessment for learning: Implications for policy and practice182 cited
• 2014The future of self-assessment in classroom practice: Reframing self- assessment as a core competency160 cited
• 2014Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses134 cited
• 2012Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being123 cited
• 2022Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis122 cited
• 2016The Role of Classroom Assessment in Supporting Self-Regulated Learning