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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:

Uncovering ‘unwelcome truths’ through student voice: teacher inquiry into agency and student assessment literacy
Jennifer Charteris, Eryn Thomas
Teaching Education (2016) Vol. 28, Iss. 2, pp. 162-177
Closed Access | Times Cited: 59

Showing 1-25 of 59 citing articles:

Assessment for Experiential Learning
Cecilia Ka Yuk Chan
(2022)
Open Access | Times Cited: 42
A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations
Jennifer Charteris, Dianne Smardon
Pedagogy Culture and Society (2017) Vol. 26, Iss. 1, pp. 51-68
Closed Access | Times Cited: 76
Diverse perspectives on student agency in classroom assessment
Lenore Adie, Jill Willis, Fabienne van der Kleij
The Australian Educational Researcher (2018) Vol. 45, Iss. 1, pp. 1-12
Open Access | Times Cited: 70
A four-dimensional conceptual framework for student assessment literacy in holistic competency development
Cecilia Ka Yuk Chan, Jiahui Luo
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 3, pp. 451-466
Closed Access | Times Cited: 39
Living Well in a World Worth Living in for All
Kristin Reimer, Mervi Kaukko, Sally Windsor, et al.
(2023)
Open Access | Times Cited: 14
A cross-cultural study of school climate and student agency in literacy
Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, et al.
The Journal of Educational Research (2025), pp. 1-10
Closed Access
Student assessment literacy: indicators and domains from the literature
Caitlin Hannigan, Dennis Alonzo, Cherry Zin Oo
Assessment in Education Principles Policy and Practice (2022) Vol. 29, Iss. 4, pp. 482-504
Closed Access | Times Cited: 19
Dialogic reflection for professional development through conversations on a social networking site
Radzuwan Ab Rashid
Reflective Practice (2017) Vol. 19, Iss. 1, pp. 105-117
Closed Access | Times Cited: 38
Student Agency in Literacy: A Systematic Review of the Literature
Margaret Vaughn, Bong Gee Jang, Vera Sotirovska, et al.
Reading Psychology (2020) Vol. 41, Iss. 7, pp. 712-734
Closed Access | Times Cited: 31
The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study
Eve Mayes, Rosalyn Black, Rachel Finneran
Cambridge Journal of Education (2020) Vol. 51, Iss. 2, pp. 195-212
Closed Access | Times Cited: 27
Student voice and classroom practice: how students are consulted in contexts without traditions of student voice
Craig Skerritt, Martin Brown, Joe O’Hara
Pedagogy Culture and Society (2021) Vol. 31, Iss. 5, pp. 955-974
Open Access | Times Cited: 23
The Power of Peer Learning

Social interaction in learning and development (2023)
Closed Access | Times Cited: 10
Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale
Jian Xu, Yao Zheng, Heather Braund
Journal of Second Language Writing (2023) Vol. 60, pp. 100993-100993
Closed Access | Times Cited: 9
‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education
Grace Cardiff, Déirdre Ní Chróinín, Richard Bowles, et al.
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 659-676
Open Access | Times Cited: 9
Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles
Noah Asher Golden
Teaching Education (2017) Vol. 29, Iss. 1, pp. 1-16
Closed Access | Times Cited: 26
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity
Andrew Coombs, Christopher DeLuca
Educational Assessment Evaluation and Accountability (2022) Vol. 34, Iss. 3, pp. 279-301
Closed Access | Times Cited: 13
Educators’ perspectives on supporting student agency
Lindsey Moses, Danielle Rylak, Tanya Reader, et al.
Theory Into Practice (2019) Vol. 59, Iss. 2, pp. 213-222
Closed Access | Times Cited: 21
The assessment culture of mathematics in Finland: a student perspective
Juuso Henrik Nieminen, Päivi Atjonen
Research in Mathematics Education (2022) Vol. 25, Iss. 2, pp. 243-262
Open Access | Times Cited: 11
Enhancing the development and understanding of assessment literacy in higher education
Xiaotong Zhu, Carol Evans
European Journal of Higher Education (2022) Vol. 14, Iss. 1, pp. 80-100
Open Access | Times Cited: 11
Sacred and secret stories in professional knowledge landscapes: learner agency in teacher professional learning
Jennifer Charteris, Jane Smith
Reflective Practice (2017) Vol. 18, Iss. 5, pp. 600-612
Closed Access | Times Cited: 20
Student pedagogic voice in the literacy classroom: a review
Judy M. Parr, Eleanor Hawe
Research Papers in Education (2020) Vol. 37, Iss. 6, pp. 773-796
Closed Access | Times Cited: 16
Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience
Julie Arnold
Review of Education (2022) Vol. 10, Iss. 3
Open Access | Times Cited: 10
Student voice research as a technology of reform in neoliberal times
Emily Nelson, Jennifer Charteris
Pedagogy Culture and Society (2020) Vol. 29, Iss. 2, pp. 213-230
Closed Access | Times Cited: 13
FOSTERING INCLUSIVE EXCELLENCE: STRATEGIES FOR EFFECTIVE DIVERSITY MANAGEMENT IN SCHOOLS
Easaw Alemayehu Assefa, CHEHOS KEBEDE ZENEBE
International Journal of Research in Education Humanities and Commerce (2024) Vol. 05, Iss. 02, pp. 189-211
Open Access | Times Cited: 1
Minority student’s agency: resistance to inequality at multiethnic primary schools
Tesfaye Ebabuye, Amare Asgedom
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
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