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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.

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Showing 1-25 of 40 citing articles:

Conceptions of assessment in pre-service teachers’ narratives of students’ failure
Sonja Lutovac, María Assunção Flores
Cambridge Journal of Education (2021) Vol. 52, Iss. 1, pp. 55-71
Open Access | Times Cited: 33
The key competencies and components of teacher assessment literacy in digital environments: A scoping review
Masoomeh Estaji, Zahra Banitalebi, Gavin Brown
Teaching and Teacher Education (2024) Vol. 141, pp. 104497-104497
Closed Access | Times Cited: 4
Looking at assessment through critical incidents written by preservice teachers: a study conducted in Portugal
Diana Pereira, Eva Maria Lopes Fernandes, Sonja Lutovac, et al.
Reflective Practice (2025), pp. 1-20
Closed Access
Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum
Handan Çelik, Ece Zehir Topkaya
Journal of Teacher Education (2023) Vol. 75, Iss. 1, pp. 92-106
Closed Access | Times Cited: 8
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
Assessment conceptions of Finnish pre-service teachers
Minna Kyttälä, Piia Maria Björn, Milla Rantamäki, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 3, pp. 529-547
Open Access | Times Cited: 12
Teacher and student teacher views of agency in feedback
Laura Ketonen, Sami Lehesvuori, Sanni Pöysä, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 3, pp. 548-563
Open Access | Times Cited: 9
Relocating assessment in pre-service teacher education: an emerging model from activity theory lens
Mustafa Akın Güngör, Müzeyyen Nazlı Güngör
European Journal of Teacher Education (2024) Vol. 47, Iss. 2, pp. 348-368
Closed Access | Times Cited: 1
Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts
Daniel Asamoah, Masitah Shahrill, Siti Norhedayah Abdul Latif
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Conceptions of Assessment among Pakistani Teachers of English: Implications for Policy and Professional Development
Sahbi Hidri, Musharraf Aziz, Manal Mohammed Taher Qutub
Heliyon (2024) Vol. 10, Iss. 17, pp. e36780-e36780
Open Access | Times Cited: 1
Competence-Based Assessment in Higher Education during COVID-19 Lockdown: The Demise of Sustainability Competence
Elena Cano García, Laia Lluch Molins
Sustainability (2022) Vol. 14, Iss. 15, pp. 9560-9560
Open Access | Times Cited: 7
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
Exploring the Contribution of the Five-Factor Mentoring Model in Advancing the Pre-Service Teachers’ Personal and Professional Growth
Elmedina Nikoçeviq Kurti
International Journal of Instruction (2022) Vol. 16, Iss. 1, pp. 469-488
Open Access | Times Cited: 5
How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
Yueting Xu, Jiayu Chen, Liyi He
Chinese Journal of Applied Linguistics (2023) Vol. 46, Iss. 2, pp. 237-252
Closed Access | Times Cited: 2
From Murky Salty Water to Crystal-Clear Fresh River Flow: Pre-service Teachers’ Assessment Perceptions
Adi Levy-Vered, Sigal Reinders-Kafri, Ofra Inbar‐Lourie
Journal of Education and Development (2022) Vol. 6, Iss. 5, pp. 8-8
Open Access | Times Cited: 3
Classroom assessment
James H. McMillan
Elsevier eBooks (2022), pp. 519-528
Closed Access | Times Cited: 3
Teaching Practicum: Does It Impact to Pre-service EFL Teachers’ Language Assessment Literacy?
Entika Fani Prastikawati, Yan Mujiyanto, Mursid Saleh, et al.
World Journal of English Language (2024) Vol. 14, Iss. 3, pp. 242-242
Open Access
Assessment Literacy: Secondary School Teachers’ Conception of Formative Assessment
Rufael Disasa Worabu
Studies in English Language Teaching (2024) Vol. 12, Iss. 2, pp. p1-p1
Open Access
How does online training with reflection tasks affect the depth of reflection of preservice teachers in China?
Ye Wang, James Ko
Teacher Development (2024), pp. 1-21
Closed Access
Peer feedback for teaching professional development: conditions for it to take effect
Elena Cano
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers
Rodrigo Pardo, Daniel García-Pérez, Ernesto Panadero
Teaching and Teacher Education (2024) Vol. 152, pp. 104798-104798
Open Access
Institutionalising formative assessment through school reform: when educational policy and teacher education are misaligned
Serafina Pastore
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Reflective Practice in Language Teacher Education
Thomas S. C. Farrell, Ann H. Farrell
Springer international handbooks of education (2024), pp. 1-32
Closed Access
The Relationship between Epistemological Beliefs and Assessment Conceptions among Pre-Service Teachers
Girma Tessema, Kassa Michael, Solomon Areaya
Open Education Studies (2024) Vol. 6, Iss. 1
Open Access
Assessment conception patterns of Finnish pre-service special needs teachers: the contribution of prior studies and teaching experience
Minna Kyttälä, Piia Maria Björn, Milla Rantamäki, et al.
European Journal of Special Needs Education (2021) Vol. 37, Iss. 1, pp. 131-145
Open Access | Times Cited: 4
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