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:
A critical review of the arguments against the use of rubrics
Ernesto Panadero, Anders Jönsson
Educational Research Review (2020) Vol. 30, pp. 100329-100329
Closed Access | Times Cited: 104
Ernesto Panadero, Anders Jönsson
Educational Research Review (2020) Vol. 30, pp. 100329-100329
Closed Access | Times Cited: 104
Showing 1-25 of 104 citing articles:
Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review
Ernesto Panadero, Anders Jönsson, Leire Pinedo, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 32
Ernesto Panadero, Anders Jönsson, Leire Pinedo, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 32
How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy
Samuel P. León, Ernesto Panadero, Inmaculada García‐Martínez
Educational Psychology Review (2023) Vol. 35, Iss. 4
Closed Access | Times Cited: 20
Samuel P. León, Ernesto Panadero, Inmaculada García‐Martínez
Educational Psychology Review (2023) Vol. 35, Iss. 4
Closed Access | Times Cited: 20
A systematic review of the key components of online peer feedback practices in higher education
Xingshi Gao, Omid Noroozi, J.T.M. Gulikers, et al.
Educational Research Review (2023) Vol. 42, pp. 100588-100588
Open Access | Times Cited: 20
Xingshi Gao, Omid Noroozi, J.T.M. Gulikers, et al.
Educational Research Review (2023) Vol. 42, pp. 100588-100588
Open Access | Times Cited: 20
Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Learning and Instruction (2024) Vol. 92, pp. 101935-101935
Open Access | Times Cited: 6
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Learning and Instruction (2024) Vol. 92, pp. 101935-101935
Open Access | Times Cited: 6
Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching
Carlos Lázaro-Carrascosa, Isidoro Hernán Losada, Daniel Palacios‐Alonso, et al.
Education in the Knowledge Society (EKS) (2021) Vol. 22, pp. e23617-e23617
Open Access | Times Cited: 35
Carlos Lázaro-Carrascosa, Isidoro Hernán Losada, Daniel Palacios‐Alonso, et al.
Education in the Knowledge Society (EKS) (2021) Vol. 22, pp. e23617-e23617
Open Access | Times Cited: 35
Rubrics enhance accuracy and reduce cognitive load in self-assessment
Rebecca Krebs, Björn Rothstein, Julian Roelle
Metacognition and Learning (2022) Vol. 17, Iss. 2, pp. 627-650
Open Access | Times Cited: 27
Rebecca Krebs, Björn Rothstein, Julian Roelle
Metacognition and Learning (2022) Vol. 17, Iss. 2, pp. 627-650
Open Access | Times Cited: 27
Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring
Charlotte Dignath, Reyn van Ewijk, Franziska Perels, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 15
Charlotte Dignath, Reyn van Ewijk, Franziska Perels, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 15
Rubric co-creation to promote quality, interactivity and uptake of peer feedback
Da Yan
Assessment & Evaluation in Higher Education (2024), pp. 1-18
Closed Access | Times Cited: 4
Da Yan
Assessment & Evaluation in Higher Education (2024), pp. 1-18
Closed Access | Times Cited: 4
Fine-Tuning Pre-Service Teachers’ Instruction: Development and Validation of an Observation Protocol to Assess Literacy
Adriana L. Medina, Paola Pilonieta, S. Michael Putman, et al.
Reading Psychology (2025), pp. 1-26
Closed Access
Adriana L. Medina, Paola Pilonieta, S. Michael Putman, et al.
Reading Psychology (2025), pp. 1-26
Closed Access
STEAM MODEL BASED CRITERIA DEVELOPMENT IN NATIONAL AND GLOBAL SCIENCE EDUCATION POLITICS
İlke Çalışkan, Merve Erol
Journal of Baltic Science Education (2025) Vol. 24, Iss. 1, pp. 19-36
Open Access
İlke Çalışkan, Merve Erol
Journal of Baltic Science Education (2025) Vol. 24, Iss. 1, pp. 19-36
Open Access
Effects of feedback on deep-level features of argumentative writing over multiple drafts: Insights from an intervention study with secondary EFL students
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Reading and Writing (2025)
Open Access
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Reading and Writing (2025)
Open Access
Do Rubrics Kill Creativity? Rethinking Assessment Practices in College Teaching
Supianto Supianto
College Teaching (2025), pp. 1-3
Closed Access
Supianto Supianto
College Teaching (2025), pp. 1-3
Closed Access
Improving the Assessment of Capstone Projects in the Bachelor’s Degree in Computer Engineering
Ángeles López, M. Asunción Castaño, M. Victoria Ibáñez, et al.
ACM Transactions on Computing Education (2025)
Closed Access
Ángeles López, M. Asunción Castaño, M. Victoria Ibáñez, et al.
ACM Transactions on Computing Education (2025)
Closed Access
How dominant language influences rubric reading and task performance: Insights from eye-tracking research
Ernesto Panadero, Pablo Delgado, Lucía Barrenetxea-Mínguez, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 2
Open Access
Ernesto Panadero, Pablo Delgado, Lucía Barrenetxea-Mínguez, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 2
Open Access
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations
Anders Jönsson, Ernesto Panadero, Leire Pinedo, et al.
Assessment in Education Principles Policy and Practice (2025), pp. 1-20
Open Access
Anders Jönsson, Ernesto Panadero, Leire Pinedo, et al.
Assessment in Education Principles Policy and Practice (2025), pp. 1-20
Open Access
Promoting Student Awareness of Green Chemistry Principles via Student-Generated Presentation Videos
Krystal Grieger, Alexey Leontyev
Journal of Chemical Education (2020) Vol. 97, Iss. 9, pp. 2657-2663
Closed Access | Times Cited: 32
Krystal Grieger, Alexey Leontyev
Journal of Chemical Education (2020) Vol. 97, Iss. 9, pp. 2657-2663
Closed Access | Times Cited: 32
A systematic review of the educational uses and effects of exemplars
Jessica To, Ernesto Panadero, David Carless
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 8, pp. 1167-1182
Closed Access | Times Cited: 30
Jessica To, Ernesto Panadero, David Carless
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 8, pp. 1167-1182
Closed Access | Times Cited: 30
Rubrics and formative assessment in K-12 education: A scoping review of literature
Narelle English, Pamela Robertson, Shelley Gillis, et al.
International Journal of Educational Research (2022) Vol. 113, pp. 101964-101964
Closed Access | Times Cited: 17
Narelle English, Pamela Robertson, Shelley Gillis, et al.
International Journal of Educational Research (2022) Vol. 113, pp. 101964-101964
Closed Access | Times Cited: 17
Analysis of online rubric platforms: advancing toward erubrics
Ernesto Panadero, Alazne Fernández Ortube, Rebecca Krebs, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-19
Open Access | Times Cited: 3
Ernesto Panadero, Alazne Fernández Ortube, Rebecca Krebs, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-19
Open Access | Times Cited: 3
Analytic or holistic? A study about how to increase the agreement in teachers’ grading
Anders Jönsson, Andreia Balan, Eva Hartell
Assessment in Education Principles Policy and Practice (2021) Vol. 28, Iss. 3, pp. 212-227
Open Access | Times Cited: 21
Anders Jönsson, Andreia Balan, Eva Hartell
Assessment in Education Principles Policy and Practice (2021) Vol. 28, Iss. 3, pp. 212-227
Open Access | Times Cited: 21
Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument
Leroy Großmann, Dirk Krüger
Science Education (2023) Vol. 108, Iss. 1, pp. 153-189
Open Access | Times Cited: 8
Leroy Großmann, Dirk Krüger
Science Education (2023) Vol. 108, Iss. 1, pp. 153-189
Open Access | Times Cited: 8
Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies
Horace T. Crogman, Kwame O. Eshun, Maury Jackson, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1091-1091
Open Access | Times Cited: 8
Horace T. Crogman, Kwame O. Eshun, Maury Jackson, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1091-1091
Open Access | Times Cited: 8
The effects of rubrics on evaluative judgement: a randomised controlled experiment
George Gyamfi, Barbara E. Hanna, Hassan Khosravi
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 1, pp. 126-143
Closed Access | Times Cited: 18
George Gyamfi, Barbara E. Hanna, Hassan Khosravi
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 1, pp. 126-143
Closed Access | Times Cited: 18
Improving assessment of procedural skills in health sciences education: a validation study of a rubrics system in neurophysiotherapy
Rafael García‐Ros, María-Arántzazu Ruescas-Nicolau, Natalia Cezón‐Serrano, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Rafael García‐Ros, María-Arántzazu Ruescas-Nicolau, Natalia Cezón‐Serrano, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts?
Peter Thwaites, Charalambos Kollias, Magali Paquot
Assessing Writing (2024) Vol. 60, pp. 100843-100843
Closed Access | Times Cited: 2
Peter Thwaites, Charalambos Kollias, Magali Paquot
Assessing Writing (2024) Vol. 60, pp. 100843-100843
Closed Access | Times Cited: 2
