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:
Teachers using annotations to engage students in assessment conversations: recontextualising knowledge
Jill Willis, Lenore Adie
The Curriculum Journal (2014) Vol. 25, Iss. 4, pp. 495-515
Open Access | Times Cited: 11
Jill Willis, Lenore Adie
The Curriculum Journal (2014) Vol. 25, Iss. 4, pp. 495-515
Open Access | Times Cited: 11
Showing 11 citing articles:
What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices
Sue Bloxham, Clair Hughes, Lenore Adie
Assessment & Evaluation in Higher Education (2015) Vol. 41, Iss. 4, pp. 638-653
Open Access | Times Cited: 56
Sue Bloxham, Clair Hughes, Lenore Adie
Assessment & Evaluation in Higher Education (2015) Vol. 41, Iss. 4, pp. 638-653
Open Access | Times Cited: 56
Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios
Christopher DeLuca, Andrew Coombs, Stephen MacGregor, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 33
Christopher DeLuca, Andrew Coombs, Stephen MacGregor, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 33
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: 18
Narelle English, Pamela Robertson, Shelley Gillis, et al.
International Journal of Educational Research (2022) Vol. 113, pp. 101964-101964
Closed Access | Times Cited: 18
Classroom Assessment Practices and Teacher Learning: An Australian Perspective
Jill Willis, Valentina Klenowski
Springer eBooks (2018), pp. 19-37
Closed Access | Times Cited: 14
Jill Willis, Valentina Klenowski
Springer eBooks (2018), pp. 19-37
Closed Access | Times Cited: 14
Accessibility in assessment for learning: sharing criteria for success
Jill Willis, Julie Arnold, Christopher DeLuca
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Jill Willis, Julie Arnold, Christopher DeLuca
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Making Meaning of Assessment Policy in Australia Through Teacher Assessment Conversations
Lenore Adie, Jill Willis
The enabling power of assessment (2016), pp. 35-53
Closed Access | Times Cited: 6
Lenore Adie, Jill Willis
The enabling power of assessment (2016), pp. 35-53
Closed Access | Times Cited: 6
Learning through feedback loop metaphors
Jill Willis
Curriculum Matters (2014) Vol. 10, pp. 193-212
Open Access | Times Cited: 5
Jill Willis
Curriculum Matters (2014) Vol. 10, pp. 193-212
Open Access | Times Cited: 5
Failing by design; exploring the currere lived experiences of a low‐socioeconomic status boy in primary school
Morten Greaves, Dympna Devine, Gabriela Martínez Sainz, et al.
The Curriculum Journal (2024)
Open Access
Morten Greaves, Dympna Devine, Gabriela Martínez Sainz, et al.
The Curriculum Journal (2024)
Open Access
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
Jeanine Gallagher
(2022)
Open Access | Times Cited: 2
Students Development Conference Genre Knowledge among Estonian Teachers
Halliki Harro‐Loit, Meedi Neeme, Karmen Palts
European Education (2021) Vol. 53, Iss. 1, pp. 31-44
Closed Access
Halliki Harro‐Loit, Meedi Neeme, Karmen Palts
European Education (2021) Vol. 53, Iss. 1, pp. 31-44
Closed Access
