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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Diverse perspectives on student agency in classroom assessment
Lenore Adie, Jill Willis, Fabienne van der Kleij
The Australian Educational Researcher (2018) Vol. 45, Iss. 1, pp. 1-12
Open Access | Times Cited: 70

Showing 26-50 of 70 citing articles:

Students drawing conclusions about assessment to inform school change
Jill Willis, Lenore Adie, Bruce Addison, et al.
Cambridge Journal of Education (2023) Vol. 53, Iss. 6, pp. 779-801
Open Access | Times Cited: 3
The Role of Technology-Enhanced Self- and Peer Assessment in Formative Assessment
E. Caroline Wylie, Christine J. Lyon
Routledge eBooks (2019), pp. 170-191
Open Access | Times Cited: 7
From fragmentation to coherence: student experience of assessment for learning
Julie Arnold, Jill Willis
The Australian Educational Researcher (2023) Vol. 51, Iss. 5, pp. 1849-1875
Open Access | Times Cited: 2
Exploring the dimensionality of self-perceived performance assessment literacy (PAL)
Michael P. Kelly, Richard Feistman, Emily Dodge, et al.
Educational Assessment Evaluation and Accountability (2020) Vol. 32, Iss. 4, pp. 499-517
Closed Access | Times Cited: 4
Contextualizing synchronous online EFL classroom assessment: A face saving perspective
Hung Phu Bui
Education and Information Technologies (2024)
Closed Access
Peer feedback for teaching professional development: conditions for it to take effect
Elena Cano
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Developing Pedagogical Principles for Digital Assessment
Anžela Jurāne-Brēmane
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1067-1067
Open Access
Students’ experiences of game-based learning to foster self-directed learning
Byron Bunt, Lounell White, Neal Petersen
NWU self-directed learning series (2023), pp. 77-95
Open Access | Times Cited: 1
Innovative curriculum design: Bridging the theory–practice divide in work-integrated learning to foster Self-Directed Learning
Anitia Lubbe, Awad Awad, Byron Bunt, et al.
NWU self-directed learning series (2023)
Open Access | Times Cited: 1
English Situational Teaching Assisted by Multimedia Network
Yuyan Jia
Advances in intelligent systems and computing (2020), pp. 1364-1371
Closed Access | Times Cited: 1
Secondary English feedback: A case study of contextual influences on the feedback practices of four Queensland teachers
Mary Ellen Finch
(2020)
Open Access | Times Cited: 1
Capturing the Nature of Teacher and Learner Agency Demonstrating Creativity: Ethical Issues and Resolutions
Debra McGregor, Sarah Frodsham
Education Sciences (2022) Vol. 12, Iss. 6, pp. 394-394
Open Access | Times Cited: 1
How do I work with colleagues, parents/carers and the community?
Lisa McKay‐Brown
Cambridge University Press eBooks (2021), pp. 331-358
Closed Access | Times Cited: 1
When do I stop learning?
Rachel Buchanan, Scott Imig
Cambridge University Press eBooks (2021), pp. 389-412
Closed Access | Times Cited: 1
Why is the education system organised this way?
Heather Sharp
Cambridge University Press eBooks (2021), pp. 65-90
Closed Access | Times Cited: 1
Developing Engagement with Data
Graham S. Maxwell
˜The œenabling power of assessment (2021), pp. 325-372
Closed Access | Times Cited: 1
Investigating the Effectiveness of Online Bioarchaeology Education through Participant Survey of a Cohort of International Adult Learners
Stacey Ward, Anna-Claire Barker, Rasmi Shoocongdej, et al.
Advances in Archaeological Practice (2023) Vol. 11, Iss. 4, pp. 421-433
Closed Access
Pedagogy of play in a virtual excursion to foster self-directed learning in health care students
Jessica Pool, Yolande Heymans, Rhea Koch, et al.
NWU self-directed learning series (2023), pp. 197-214
Open Access
Work-integrated learning and self-directed learning: Design, skills and dispositions for professional development
Robert J. Balfour
NWU self-directed learning series (2023), pp. 215-231
Open Access
Exploring strategies to foster first-year students’ critical reflection towards social justice praxis in a work-integrated learning experience
Corné Kruger, Marry Mdakane
NWU self-directed learning series (2023), pp. 97-118
Open Access
Immersion pedagogy on the Vygotskyan stage: The affordances of role immersion during the first-year student excursion
Josef de Beer
NWU self-directed learning series (2023), pp. 31-49
Open Access
Affordances and barriers of face-to-face and virtual online excursions to foster self-directed learning in pre-service teacher education: Distilling design principles
Neal Petersen, Elsa Mentz, Josef de Beer
NWU self-directed learning series (2023), pp. 51-75
Open Access
Self-directed multimodal assessment of virtual excursions: Affordances for student agency
Anitia Lubbe
NWU self-directed learning series (2023), pp. 145-171
Open Access
A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL
Collins C. Ngwakwe, Janine Lewis
HOLISTICA – Journal of Business and Public Administration (2023) Vol. 14, Iss. 2, pp. 63-81
Open Access
Building Linguistic Subject Knowledge for Writing Instruction: Teacher Responses to Professional Learning
Julie L Arnold
(2019)
Open Access

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