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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:

Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters
Qin Xie, Yi Cui
Studies In Educational Evaluation (2021) Vol. 70, pp. 101019-101019
Closed Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Empowering students’ agentive engagement through formative assessment in online learning environment
Zohre Mohamadi, Wilfried Admiraal, Nadira Saab
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Profiling second language writing teachers: Discourses from the published literature
Shulin Yu
Future in Educational Research (2025)
Open Access
Preparing Teacher Candidates to Assess for Learning: A Systematic Review
Dustin Van Orman, Chad M. Gotch, Kira J. Carbonneau
Review of Educational Research (2024)
Closed Access | Times Cited: 3
Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community
André Moura, Amândio Graça, Ann MacPhail, et al.
European Journal of Teacher Education (2024) Vol. 47, Iss. 2, pp. 330-347
Open Access | Times Cited: 3
Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education
Entika Fani Prastikawati, Moses Adeleke Adeoye, John Ryan
Indonesian Journal on Learning and Advanced Education (IJOLAE) (2024) Vol. 6, Iss. 2, pp. 230-253
Open Access | Times Cited: 3
Implementation of Formative Assessment in Engineering Education
Eva Sanchez-Lopez, Joseph Kasongo, Andres Filipe Gonzalez-Sanchez, et al.
Acta Pedagogia Asiana (2023) Vol. 2, Iss. 1, pp. 43-53
Open Access | Times Cited: 7
Formative assessment in K-12 English as a foreign language education: A systematic review
Han Zhang, Shigang Ge, Mohd Rashid Bin Mohd Saad
Heliyon (2024) Vol. 10, Iss. 10, pp. e31367-e31367
Open Access | Times Cited: 2
A study on academic dishonesty among English as a foreign language students
Marcelo Bernal, Jhessenia Natalia Galarza Parra, Jorge Mauricio Villavicencio Reinoso, et al.
Heliyon (2024) Vol. 10, Iss. 13, pp. e33876-e33876
Open Access | Times Cited: 2
Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum
Zhaoxuan Wang, Rui Yuan, Wei Liao
Teachers and Teaching (2022) Vol. 28, Iss. 8, pp. 1000-1020
Closed Access | Times Cited: 7
Critical thinking (CT) in sustainable higher education: Ensuring consistent CT perception-practice and identifying gaps between college instructors' and students' perceptions in advanced academic writing courses in the UAE
Banan AL Kafri
Thinking Skills and Creativity (2022) Vol. 46, pp. 101182-101182
Closed Access | Times Cited: 5
The Implementation of Using Formative Assessment on Student Speaking Skills During Online Learning
Ni Ketut Yuni Sumaharani, Luh Putu Artini, Ni Nyoman Padmadewi
Journey Journal of English Language and Pedagogy (2023) Vol. 6, Iss. 2, pp. 448-457
Open Access | Times Cited: 2
Una mirada global a la evaluación formativa
María Lucía Mocarro Willis, Edwing Augusto Torres Bravo, Edgar Uriarte Bernal
Horizontes Revista de Investigación en Ciencias de la Educación (2024) Vol. 8, Iss. 32, pp. 306-321
Open Access
Social Constructivist Mentoring Program to Support Teacher Professional Development: An Action Research Approach
Kurniawan Yudhi Nugroho, Choiril Anwar, Hartono Hartono
The Qualitative Report (2024)
Open Access
Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study
Qiaozhen Yan
System (2024) Vol. 125, pp. 103391-103391
Closed Access
Institutionalising formative assessment through school reform: when educational policy and teacher education are misaligned
Serafina Pastore
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Review of preservice English teachers’ teaching practicum in the COVID-19 pandemic
Hui Li, Xuerong Peng
Discover Education (2024) Vol. 3, Iss. 1
Open Access
Factors determining connection between teaching deficiencies and students’ learning outcomes
Larisa Aleksandrovna Novopashina, E. G. Grigorieva, Darya Vladimirovna Kuzina, et al.
Science for Education Today (2021) Vol. 11, Iss. 6, pp. 7-30
Open Access | Times Cited: 4
Mentor-Mentee Relationship: 12 Suggestions from English Mentors to Mentees
Dilveen Abdullsttar Sadiq
International Journal of Social Sciences and Educational Studies (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 1
Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools
Josiah Mwachi Waiti, Rosemary Imonje, Mercy Mugambi
Asian Education Studies (2023) Vol. 8, Iss. 2, pp. 15-15
Open Access | Times Cited: 1
Implementation of Assessment for Learning in Hong Kong Classrooms
Jie Wen
International Journal of New Developments in Education (2022) Vol. 4, Iss. 10
Open Access | Times Cited: 1
A Novice Teacher’s Familiarity with Assessment for Learning in EFL Classroom
Ni'matul Farikhah
Voices of English Language Education Society (2022) Vol. 6, Iss. 2, pp. 500-511
Open Access | Times Cited: 1
Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation
Nguyen Van Hai
Linguistics and Culture Review (2021) Vol. 6, pp. 363-379
Open Access | Times Cited: 1
Analysis of professional deficits of teachers of the Republic of Tatarstan
L E Khairullina, Fail Gafarov, Leysan Mingalieva
The Education and science journal (2023) Vol. 25, Iss. 4, pp. 167-195
Open Access
Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations
Leiying Wu
Lecture Notes in Education Psychology and Public Media (2023) Vol. 17, Iss. 1, pp. 304-312
Open Access
Teachers’ Information and Communication Technology Application Skills Influencing English Curriculum Implementation in Schools in Kenya
Josiah Mwachi Waiti, Rosemary Imonje, Mercy Mugambi
Journal of Education and Development (2023) Vol. 7, Iss. 4, pp. 38-38
Open Access
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