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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:

Standards of practice to standards of evidence: developing assessment capable teachers
Claire Wyatt‐Smith, Colette Alexander, Deanne Fishburn, et al.
Assessment in Education Principles Policy and Practice (2016) Vol. 24, Iss. 2, pp. 250-270
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Teacher assessment literacy: A three-dimensional model
Serafina Pastore, Heidi Andrade
Teaching and Teacher Education (2019) Vol. 84, pp. 128-138
Closed Access | Times Cited: 155
Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development
Margarita Christoforidou, Leōnidas Kyriakidēs
Studies In Educational Evaluation (2021) Vol. 70, pp. 101051-101051
Closed Access | Times Cited: 37
Students’ Perceptions in the Use of Web-based Character Assessment from Gender Perspective
Darmaji Darmaji, Astalini Astalini, Dwi Agus Kurniawan, et al.
Jurnal Pendidikan Progresif (2021) Vol. 11, Iss. 2, pp. 362-383
Open Access | Times Cited: 33
Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective
Tatik Tatik, Hoa Thi Mai Nguyen, Tony Loughland
Teaching and Teacher Education (2025) Vol. 159, pp. 105013-105013
Open Access
A person-centered analysis of teacher candidates’ approaches to assessment
Andrew Coombs, Christopher DeLuca, Stephen MacGregor
Teaching and Teacher Education (2019) Vol. 87, pp. 102952-102952
Closed Access | Times Cited: 31
In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning
Päivi Atjonen, Susanna Pöntinen, Sini Kontkanen, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 13
Evidence of teacher assessment work and its relationship to their assessment identity
Lenore Adie, Claire Wyatt‐Smith, Mary Ellen Finch, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104518-104518
Open Access | Times Cited: 2
Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity
Lenore Adie, Claire Wyatt‐Smith
Asia-Pacific Journal of Teacher Education (2019) Vol. 48, Iss. 3, pp. 267-286
Closed Access | Times Cited: 19
The construction of the teacher as expert assessor
Lenore Adie, Gordon Stobart, Joy Cumming
Asia-Pacific Journal of Teacher Education (2019) Vol. 48, Iss. 4, pp. 436-453
Closed Access | Times Cited: 19
Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability
Jennifer Charteris, Dianne Smardon
˜The œAustralian journal of teacher education (2019) Vol. 44, Iss. 7, pp. 1-17
Open Access | Times Cited: 16
The need for school leadership and assessment capability in disruptive times
Lise Vikan Sandvik, Stine Aarønes Angvik, Alex Strømme, et al.
School Leadership and Management (2023) Vol. 44, Iss. 1, pp. 30-56
Open Access | Times Cited: 5

Jennifer Charteris, Dianne Smardon
˜The œAustralian journal of teacher education (2019) Vol. 44, Iss. 7
Open Access | Times Cited: 14
Quality indicators of effective teacher-created summative assessment
Nicole Brownlie, Katie Burke, Luke van der Laan
Quality Assurance in Education (2023) Vol. 32, Iss. 1, pp. 30-45
Closed Access | Times Cited: 4
The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education
Claire Wyatt‐Smith, Stephen Humphry, Lenore Adie, et al.
Assessment in Education Principles Policy and Practice (2020) Vol. 27, Iss. 1, pp. 65-86
Closed Access | Times Cited: 12
Examining research into the use of data walls for teaching and learning: How are they being implemented within data use cycles?
Lenore Adie, Lois Ruth Harris, Claire Wyatt‐Smith
Teaching and Teacher Education (2020) Vol. 89, pp. 103012-103012
Closed Access | Times Cited: 9
Teacher performance assessments in the early childhood sector: wicked problems of regulation
Jo Bird, Jennifer Charteris
Asia-Pacific Journal of Teacher Education (2020) Vol. 49, Iss. 5, pp. 503-516
Closed Access | Times Cited: 9
Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment
Amirhossein Rasooli, Christopher DeLuca, Liying Cheng
Educational Research for Policy and Practice (2022) Vol. 22, Iss. 1, pp. 63-90
Closed Access | Times Cited: 6
Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity
Lenore Adie, Claire Wyatt‐Smith
Teacher education, learning innovation and accountability (2018), pp. 115-132
Closed Access | Times Cited: 4
Research-Informed Conceptualization and Design Principles of Teacher Performance Assessments: Wrestling with System and Site Validity
Lenore Adie, Claire Wyatt‐Smith
Teacher education, learning innovation and accountability (2018), pp. 115-132
Closed Access | Times Cited: 4
VISIONER OM FORMATIVA PRAKTIKER : Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning
Henrik Hallström
Studies in science and technology education (2023)
Open Access | Times Cited: 1
Developing Pre-service Teachers’ Assessment Literacy in the Practicum: An Action Research Study
Mustafa Akın Güngör, Müzeyyen Nazlı Güngör
˜The œAustralian journal of teacher education (2023) Vol. 48, Iss. 7
Open Access | Times Cited: 1
Leadership for Assessment Capability: Dimensions of Situated Leadership Practice for Enhanced Sociocultural Assessment in Schools
Jennifer Charteris, Dianne Smardon
Leadership and Policy in Schools (2021) Vol. 21, Iss. 4, pp. 1005-1017
Open Access | Times Cited: 3
Method as an Opportunity for Collaborative Agency: An Australian Delphi Inquiry Into Teacher Educators’ Priorities in Assessment Education
Jeanine Gallagher, Jill Willis, Nerida Spina
(2022), pp. 197-221
Closed Access | Times Cited: 2
The Conceptualisation of a Teaching Performance Assessment: Designing for Evidence of Graduate Competence
Lenore Adie, Claire Wyatt‐Smith
Teacher education, learning innovation and accountability (2021), pp. 19-37
Closed Access | Times Cited: 2
The Relationship of the Developmental Discourse of the Graduate Teacher Standards to Theory and Practice Translation via Implementation Science
Christine Grima‐Farrell, Tony Loughland, Hoa Thi Mai Nguyen
Springer briefs in education (2019), pp. 45-61
Closed Access | Times Cited: 1
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