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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:

From authentic assessment to authenticity in assessment: broadening perspectives
Rola Ajjawi, Joanna Tai, Mollie Dollinger, et al.
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 4, pp. 499-510
Open Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

ChatGPT, Copilot, Gemini, SciSpace and Wolfram versus higher education assessments: an updated multi-institutional study of the academic integrity impacts of Generative Artificial Intelligence (GenAI) on assessment, teaching and learning in engineering
Sasha Nikolic, Carolyn Sandison, Rezwanul Haque, et al.
Australasian journal of engineering education (2024), pp. 1-28
Open Access | Times Cited: 16
Designing experiential learning activities with generative artificial intelligence tools for authentic assessment
David Ernesto Salinas-Navarro, Eliseo Luis Vilalta-perdomo, Rosario Michel‐Villarreal, et al.
Interactive Technology and Smart Education (2024) Vol. 21, Iss. 4, pp. 708-734
Closed Access | Times Cited: 14
Authentic assessment in higher education: the spectre of lost futures
Carmen Vallis
Teaching in Higher Education (2024), pp. 1-8
Closed Access | Times Cited: 6
Signature concepts of authentic assessment
Peter Kandlbinder
Higher Education Research & Development (2025), pp. 1-15
Closed Access
Student attitudes to, and achievement, in an innovative and authentic biotechnology assessment based on a ‘consultancy Response to Tender’
Andrew P. Dean, James Redfern, Kirsty J. Shaw
Journal of Biological Education (2025), pp. 1-16
Open Access
Integrating global perspectives in biomedical science education: the role of project-based learning in addressing Western-centric paradigms and enhancing student preparedness for global health challenges
Joanne Daniella Lalujan, Md Zahidul Islam Pranjol
Frontiers in Education (2025) Vol. 10
Open Access
Innovative Assessment and Grading Practices in Higher Education: A Critical Review for Management Educators
Anne Mesny, Isabelle Roberge‐Maltais, Anaïs Galy
(2025)
Closed Access
Project-work Artificial Intelligence Integration Framework (PAIIF): Developing a CDIO-based framework for educational integration
Sasha Nikolic, Zach Quince, Anna Lindqvist, et al.
STEM Education (2025) Vol. 5, Iss. 2, pp. 310-332
Open Access
Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review
Ryan Surace, Claire Palermo, Judi Porter
Nutrition & Dietetics (2025)
Open Access
The multiplicity of authenticity in higher education assessment
Rola Ajjawi, Joanna Tai, Margaret Bearman, et al.
Teaching in Higher Education (2025) Vol. 30, Iss. 3, pp. 583-591
Closed Access
Placing authenticity at the heart of student self-assessment: an integrative review
Juuso Henrik Nieminen, David Boud
Teaching in Higher Education (2024), pp. 1-23
Open Access | Times Cited: 3
Is it time to stop talking about authentic assessment?
Lydia Arnold, James Croxford
Teaching in Higher Education (2024), pp. 1-9
Open Access | Times Cited: 3
Authentic assessment as relational pedagogy
Karen Gravett
Teaching in Higher Education (2024), pp. 1-15
Open Access | Times Cited: 3
Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement
Kathleen M. Quinlan, Guadalupe Sellei, Wissia Fiorucci
Teaching in Higher Education (2024), pp. 1-18
Open Access | Times Cited: 3
The Chemistry Clinic: Authentic Assessment in a Student Led Environment
Debra Willison
Journal of Chemical Education (2024) Vol. 101, Iss. 7, pp. 2703-2709
Open Access | Times Cited: 2
Authentic assessment: from panacea to criticality
Tim Fawns, Margaret Bearman, Phillip Dawson, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-13
Open Access | Times Cited: 2
Measuring and mapping authentic assessment with a novel quantitative typology
Stephanie Baines, Pauldy Otermans, David Tree, et al.
Teaching in Higher Education (2024), pp. 1-20
Open Access | Times Cited: 2
A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations
Dimitrios Vlachopoulos, Agoritsa Makri
Studies In Educational Evaluation (2024) Vol. 83, pp. 101425-101425
Open Access | Times Cited: 2
Rethinking assessment: the potential of ‘innovative’ or ‘creative’ assessments in history
Sarah Holland
History Education Research Journal (2024) Vol. 21, Iss. 1
Closed Access | Times Cited: 1
Constructing assessment practices for knowledge building in science
Robyn Yucel, Margaret Blackie
Teaching in Higher Education (2024), pp. 1-17
Open Access | Times Cited: 1
Analysis of authentic assessment in health professions education: a scoping review and concept analysis protocol
Ethan Bazos, Andrea Quaiattini, Meredith Young
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Attitudes of Greek Foreign Language Teachers Regarding the Role of Authentic Assessment in Foreign Language Teaching

Futurity Education (2024), pp. 258-273
Open Access | Times Cited: 1
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder
Claire Timperley, Kate Schick
Teaching in Higher Education (2024), pp. 1-16
Open Access | Times Cited: 1
Why authenticity matters: a qualitative investigation of students’ perceptions of personal values in first-year assessments
Timothy P. Chambers, Jaclyn Broadbent
Teaching in Higher Education (2024), pp. 1-17
Open Access | Times Cited: 1
PJTEL Editorial 2022-2024
Thomas Cochrane, Vickel Narayan, Helen Sissons
Pacific Journal of Technology Enhanced Learning (2024) Vol. 6, Iss. 2, pp. 23-32
Open Access
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