Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Showing 1-25 of 55 citing articles:

Teacher feedback literacy and its interplay with student feedback literacy
David Carless, Naomi Winstone
Teaching in Higher Education (2020) Vol. 28, Iss. 1, pp. 150-163
Open Access | Times Cited: 331
A critical review of the arguments against the use of rubrics
Ernesto Panadero, Anders Jönsson
Educational Research Review (2020) Vol. 30, pp. 100329-100329
Closed Access | Times Cited: 104
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Kim-Daniel Vattøy, Kari Smith
Teaching and Teacher Education (2019) Vol. 85, pp. 260-268
Closed Access | Times Cited: 96
Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language
Kim-Daniel Vattøy
Studies In Educational Evaluation (2019) Vol. 64, pp. 100828-100828
Closed Access | Times Cited: 69
Is plagiarism really on the rise? Results from four 5-yearly surveys
Guy J. Curtis, Kell Tremayne
Studies in Higher Education (2019) Vol. 46, Iss. 9, pp. 1816-1826
Closed Access | Times Cited: 59
Music lessons enhance executive functions in 6- to 7-year-old children
Ulrike Frischen, Gudrun Schwarzer, Franziska Degé
Learning and Instruction (2021) Vol. 74, pp. 101442-101442
Closed Access | Times Cited: 44
Students cheat more often from those known to them: situation matters more than the individual
Rebecca Awdry, Bob Ives
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 8, pp. 1254-1268
Closed Access | Times Cited: 38
Supporting students to succeed in open and distance learning in the Open University of Sri Lanka and Universitas Terbuka Indonesia
Aminudin Zuhairi, N. Karthikeyan, S. T. Priyadarshana
AAOU Journal/AAOU journal (2019) Vol. 15, Iss. 1, pp. 13-35
Open Access | Times Cited: 35
Using rubrics and exemplars to develop students’ evaluative and productive knowledge and skill
Eleanor Hawe, Helen Dixon, Jill Murray, et al.
Journal of Further and Higher Education (2020) Vol. 45, Iss. 8, pp. 1033-1047
Closed Access | Times Cited: 28
The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review
Karen Gravett, Ian M. Kinchin, Naomi Winstone, et al.
Assessment & Evaluation in Higher Education (2019) Vol. 45, Iss. 5, pp. 651-665
Closed Access | Times Cited: 29
Rational choice or strain? A criminological examination of contract cheating
Victoria M. Nagy, Andrew Groves
Current Issues in Criminal Justice (2021) Vol. 33, Iss. 3, pp. 322-339
Closed Access | Times Cited: 22
Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis
Selen Demi̇rtaş Zorbaz, Çiğdem AKIN ARIKAN, R Terzi
School Effectiveness and School Improvement (2021) Vol. 32, Iss. 4, pp. 543-563
Closed Access | Times Cited: 21
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures
Lisa Bardach, Takuya Yanagida, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101400-101400
Open Access | Times Cited: 23
Building upon synergies among self-regulated learning and formative assessment research and practice
Jeffrey A. Greene
Assessment in Education Principles Policy and Practice (2020) Vol. 27, Iss. 4, pp. 463-476
Closed Access | Times Cited: 20
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
Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices
Qiaozhen Yan, Lawrence Jun Zhang, Helen Dixon
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
Plagiarism in theses: A nationwide concern from the perspective of university instructors
Majid Farahian, Farshad Parhamnia, Farnaz Avarzamani
Cogent Social Sciences (2020) Vol. 6, Iss. 1
Open Access | Times Cited: 17
Exploration of the Experiences That Shape Engineering Students’ Entrepreneurial Mindset Development
Alexandra Jackson, Samantha Resnick, Rebecca Hansson, et al.
Entrepreneurship Education and Pedagogy (2021) Vol. 6, Iss. 1, pp. 60-86
Closed Access | Times Cited: 14
District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools
Jane Wilkinson, Christine Edwards‐Groves, Peter Grootenboer, et al.
Journal of Educational Administration (2019) Vol. 57, Iss. 5, pp. 501-518
Closed Access | Times Cited: 14
INCORPORATING LINGUISTIC LANDSCAPE INTO ENGLISH WORD-FORMATION TASK IN AN ENGLISH MORPHOLOGY COURSE
Siusana Kweldju
TEFLIN Journal - A publication on the teaching and learning of English (2021) Vol. 32, Iss. 1, pp. 29-29
Open Access | Times Cited: 12
The influence of teachers' autonomy support on students’ entrepreneurial enthusiasm: A mediation model with student gender as a moderator
Guanyu Cui, Ziwen Zhao, Chenyang Yuan, et al.
The International Journal of Management Education (2024) Vol. 22, Iss. 2, pp. 100966-100966
Closed Access | Times Cited: 1
AssessChain: A hybrid blockchain-based system for transparent and reliable online assessment
YE Qing-yi, Wang Liang-min, Pan Senshan, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20665-20689
Closed Access | Times Cited: 1
Exploring the use of artificial intelligence (AI) in the delivery of effective feedback
Julia Venter, Stephen A. Coetzee, Astrid Schmulian
Assessment & Evaluation in Higher Education (2024), pp. 1-21
Open Access | Times Cited: 1
Feedback after OSCE: A comparison of face to face versus an enhanced written feedback
Chin Fang Ngim, Paul Douglas Fullerton, Vanassa Ratnasingam, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 11
Perusall (www.perusall.com): Read, connect, discuss!
Del M. N. Bharath, Steven Michael Brownson
Journal of Public Affairs Education (2021) Vol. 27, Iss. 3, pp. 372-375
Closed Access | Times Cited: 11
Page 1 - Next Page

Scroll to top