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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:

Classroom Assessment Practices and Teacher Learning: An Australian Perspective
Jill Willis, Valentina Klenowski
Springer eBooks (2018), pp. 19-37
Closed Access | Times Cited: 14

Showing 14 citing articles:

Teachers’ positionality as policy actors and assessors: assessment policy enactment in Victorian secondary schools
Melissa Barnes, Ilana Finefter‐Rosenbluh, Trent D. Brown
Pedagogy Culture and Society (2025), pp. 1-20
Open Access
Curriculum change in Australia and Ireland: a comparative study of recent reforms
Jim Gleeson, Valentina Klenowski, Anne Looney
Journal of Curriculum Studies (2020) Vol. 52, Iss. 4, pp. 478-497
Open Access | Times Cited: 33
Policies, Programs, and Practices: Exploring the Complex Dynamics of Assessment Education in Teacher Education Across Four Countries
Christopher DeLuca, Jill Willis, Bronwen Cowie, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 30
Teachers’ Adoption of Emotions-Based Learning Outcomes: Significance of Teachers’ Competence, Creative Performance, and University Performance
Binbin Cai, Zahid Shafait, Lifeng Chen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 15
Designing and validating an assessment agency questionnaire for EFL teachers: an ecological perspective
Farhad Ghiasvand, Akbar A. Jahanbakhsh, Pardis Sharifpour
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 8
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
The Emotional Work of Being an Assessor: A Reflective Writing Analytics Inquiry into Digital Self-assessment
Jill Willis, Andrew Gibson
Springer eBooks (2020), pp. 93-113
Closed Access | Times Cited: 4
Experiential Education in the Lecture Hall
Jessica Erickson
SSRN Electronic Journal (2013)
Closed Access | Times Cited: 3
Nationally Consistent Collection of Data on School Students with Disability (NCCD): An institutional ethnography of student funding
Jeanine Gallagher
(2022)
Open Access | Times Cited: 2
Teacher Educators Preparing Assessment Capable Pre-service Teachers in Australia and New Zealand—Agents and Authors Within Assessment Policy Palimpsests
Jill Willis, Bronwen Cowie
(2022), pp. 179-196
Closed Access | Times Cited: 1
Learning-centred assessment validation framework: A theoretical exploration
Oluwaseun Ijiwade, Dennis Alonzo
Critical Studies in Teaching and Learning (2023) Vol. 11, Iss. 1
Open Access
Learning-centred assessment validation framework: A theoretical exploration
Oluwaseun Ijiwade, Dennis Alonzo
Critical Studies in Teaching and Learning (2023)
Open Access
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective
Shannon M. Burcks
(2019)
Open Access
Examining the importance of educators' assessment practices in the classroom : a case study for learners who experience barriers to learning in senior phase in Tshwane North District
Gladness Nwacoye Mpya
(2021)
Closed Access
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