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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:

How argumentation theory can inform assessment validity: A critical review
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen, et al.
Medical Education (2022) Vol. 56, Iss. 11, pp. 1064-1075
Open Access | Times Cited: 16

Showing 16 citing articles:

The Next Era of Assessment: Building a Trustworthy Assessment System
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System
Timothy R. Dalseg, Brent Thoma, Keith Wycliffe-Jones, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 75-84
Open Access | Times Cited: 5
Expanding Kane's argument‐based validity framework: What can validation practices in language assessment offer health professions education?
David Wei Dai, Thao Vu, Ute Knoch, et al.
Medical Education (2024)
Open Access | Times Cited: 4
“Rater training” re-imagined for work-based assessment in medical education
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 5, pp. 1697-1709
Closed Access | Times Cited: 9
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument
Timothy D. Folger, Jonathan Bostic, Erin Krupa
Educational Measurement Issues and Practice (2023) Vol. 42, Iss. 3, pp. 22-38
Open Access | Times Cited: 5
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies
Yuxing Ma, Sean Tackett
Medical Teacher (2024), pp. 1-8
Closed Access | Times Cited: 1
Bridging Validity Frameworks in Assessment: Beyond Traditional Approaches in Health Professions Education
Blanca Ariadna Carrillo-Avalos, Iwin Leenen, J Mejia, et al.
Teaching and Learning in Medicine (2023), pp. 1-10
Closed Access | Times Cited: 3
Quality improvement as a statement of values
Kevin W. Eva
Medical Education (2022) Vol. 57, Iss. 1, pp. 2-3
Open Access | Times Cited: 5
How do validity experts conceptualise argumentation? It's a rhetorical question
Benjamin Kinnear, Abigail Martini, Lara Varpio, et al.
Medical Education (2024) Vol. 58, Iss. 8, pp. 989-997
Open Access
Legitimation Without Argumentation: An Empirical Discourse Analysis of ‘Validity as an Argument’ in Assessment
Benjamin Kinnear, Daniel J. Schumacher, Lara Varpio, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1
Open Access
The interpretation-use argument– the essential ingredient for high quality assessment design and validation
Jacqueline Raymond, David Wei Dai, Sue McAllister
Advances in Health Sciences Education (2024)
Open Access
Picking Up Where the Authors Left Off: Reading Research in Medical Education
Andrea N. Leep Hunderfund, Daniel J. Schumacher, Cha-Chi Fung, et al.
Academic Medicine (2023) Vol. 98, Iss. 11S, pp. S1-S5
Open Access
La argumentación en la enseñanza de las ciencias médicas
Andrea Catalina Nassar Tobón
EDU REVIEW International Education and Learning Review / Revista Internacional de Educación y Aprendizaje (2023) Vol. 11, Iss. 3, pp. 251-260
Closed Access
Lessons From Organic Chemistry: The Case for Considering Both High Standards and Equity in Assessment
Holly Caretta‐Weyer, Daniel J. Schumacher, Benjamin Kinnear
Academic Medicine (2023) Vol. 99, Iss. 3, pp. 243-246
Open Access
An exploration of values in medical school admissions processes: the interplay between contextual factors, admissions practices, and validity
Meredith Young, Sneha Shankar, Christina St‐Onge
Advances in Health Sciences Education (2023) Vol. 29, Iss. 4, pp. 1285-1308
Closed Access
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