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• 2015The assessment cycle: a model for learning through peer assessment297 cited
• 2018Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback241 cited
• 2012How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments?227 cited
• 2009Accuracy of students' self‐assessment and their beliefs about its utility219 cited
• 2017Inclusive pedagogy in action: getting it right for every child217 cited
• 2015Accuracy in student self-assessment: directions and cautions for research210 cited
• 2013The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort195 cited
• 2015Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education189 cited
• 2015Formative and shared assessment in higher education. Lessons learned and challenges for the future187 cited
• 2011Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment180 cited
• 2014Peer review in higher education: Student perceptions before and after participation162 cited
• 2009Online self-assessment with feedback and metacognitive knowledge162 cited
• 2015