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Cited by

• 2009Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience162 cited
• 2011Improving teachers’ assessment literacy through professional development160 cited
• 2002A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning159 cited
• 2004Classroom Assessment: Tensions and Intersections in Theory and Practice158 cited
• 2005Classroom-based assessment: Changing knowledge and practice through preservice teacher education156 cited
• 2001The Unfulfilled Promise of Classroom Assessment147 cited
• 2004Teaching to the Test: What Every Educator and Policy-Maker Should Know.125 cited
• 2003Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice105 cited
• 2013Defining assessment literacy: Is it different for language testers and non-language testers?87 cited
• 2008Advocacy for Equity in Classrooms and Beyond: New Teachers’ Challenges and Responses78 cited
• 2004Nurturing Passionate Teachers: Making Our Work Transparent59 cited
• 2013The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?58 cited
• 2017EFL Teachers’ Assessment Literacy and Their Reflective Teaching