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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 1-25 of 70 citing articles:

Impact of AI assistance on student agency
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
Computers & Education (2023) Vol. 210, pp. 104967-104967
Open Access | Times Cited: 99
The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review
Hansol Lee, Huy Q. Chung, Yu Zhang, et al.
Applied Measurement in Education (2020) Vol. 33, Iss. 2, pp. 124-140
Closed Access | Times Cited: 104
Student agency in feedback: beyond the individual
Juuso Henrik Nieminen, Joanna Tai, David Boud, et al.
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 1, pp. 95-108
Open Access | Times Cited: 74
Classroom Assessment and Educational Measurement
Susan M. Brookhart, James H. McMillan
Routledge eBooks (2019)
Open Access | Times Cited: 57
Introduction to Education
Heather Sharp, Sue Hudson, Noelene Weatherby-Fell, et al.
(2021)
Closed Access | Times Cited: 54
Feedback Practices on Young Students’ Oral Reading: A Systematic Review
Karianne Megard Grønli, Bente Rigmor Walgermo, Erin M. McTigue, et al.
Review of Educational Research (2025)
Closed Access
Twelve tips to afford students agency in programmatic assessment
Janica Jamieson, Dario Torre
Medical Teacher (2025), pp. 1-9
Closed Access
Self-assessment design in a digital world: centring student agency
Juuso Henrik Nieminen, Zi Yan, David Boud
Assessment & Evaluation in Higher Education (2025), pp. 1-15
Open Access
Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis
Chris Roberts, Priya Khanna, Jane Bleasel, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 901-914
Open Access | Times Cited: 19
Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design
Jordan King, Katja Brundiers, Daniel Fischer
Assessment & Evaluation in Higher Education (2024) Vol. 49, Iss. 6, pp. 851-863
Closed Access | Times Cited: 3
Classroom Assessment as Co-Regulated Learning: A Systematic Review
Heidi Andrade, Susan M. Brookhart, Elie ChingYen Yu
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 21
Exploring complexities in the reform of assessment practice: a critical realist perspective
Chris Roberts, Priya Khanna, Stuart Lane, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1641-1657
Closed Access | Times Cited: 18
From active learners to knowledge contributors: authentic assessment as a catalyst for students' epistemic agency
Juuso Henrik Nieminen, Eeva Haataja, Peter J. Cobb
Teaching in Higher Education (2024), pp. 1-21
Open Access | Times Cited: 2
Effective questioning and feedback for learners with autism in an inclusive classroom
Hui Yong Tay, Kevin Norman Kee, Sammy King Fai Hui
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 21
Student pedagogic voice in the literacy classroom: a review
Judy M. Parr, Eleanor Hawe
Research Papers in Education (2020) Vol. 37, Iss. 6, pp. 773-796
Closed Access | Times Cited: 16
Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience
Julie Arnold
Review of Education (2022) Vol. 10, Iss. 3
Open Access | Times Cited: 10
Involving primary school students in the co-construction of formative assessment in support of writing
Linda Allal
Assessment in Education Principles Policy and Practice (2021) Vol. 28, Iss. 5-6, pp. 584-601
Open Access | Times Cited: 13
Conditions that mediate teacher agency during assessment reform
Jill Willis, Kelli McGraw, Linda J. Graham
English Teaching Practice & Critique (2019) Vol. 18, Iss. 2, pp. 233-248
Closed Access | Times Cited: 14
Investigating high school science teachers’ readiness for implementing formative assessment practices
Khalid A. Kariri, William W. Cobern, Adam Ali Al Sultan
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 12, pp. em2188-em2188
Open Access | Times Cited: 8
A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory
Amirhossein Rasooli, Christopher DeLuca
Applied Measurement in Education (2024) Vol. 37, Iss. 2, pp. 148-164
Closed Access | Times Cited: 1
Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research
Karianne Megard Grønli, Bente Rigmor Walgermo, Erin M. McTigue, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access | Times Cited: 1
Examining the use of bilingual accommodations in digital math assessments: User perceptions
Alexis A. López
International Journal of Assessment Tools in Education (2024) Vol. 11, Iss. 4, pp. 787-803
Closed Access | Times Cited: 1
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
A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites
Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, et al.
International Journal of Educational Research (2023) Vol. 124, pp. 102291-102291
Closed 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
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